968
Views
17
CrossRef citations to date
0
Altmetric
Original Articles

Dynamic interplay of language policies, beliefs and pedagogy in a preschool in Luxembourg

Pages 444-461 | Received 01 Nov 2017, Accepted 06 Jun 2018, Published online: 25 Oct 2018

References

  • Ball, S. 1994. Education Reform: A Critical and Post-Structural Approach. Buckingham, UK: Open University Press.
  • Biesta, G., M. Priestley, and S. Robinson. 2015. “The Role of Beliefs in Teacher Agency”. Teachers and Teaching 21 (6): 624–640.
  • Braun, V. and V. Clarke. 2006. “Using Thematic Analysis in Psychology”. Qualitative Research in Psychology 3: 77–101.
  • Bonacina-Pugh, F. 2012. “Researching ‘Practiced Language Policies’: Insights from Conversation Analysis”. Language Policy 11 (3): 213–234.
  • Booth, T., M. Ainskow and D. Kingston. 2006. Index for Inclusion: Developing Play, Learning and Participation in Early Years and Childcare. Centre for studies on Inclusive Education.
  • Bowe, R., S. J. Ball and A. Gold. 1992. Reforming Education and Changing Schools: Case-studies in Policy Sociology. London: Routledge.
  • Busch, D. 2010. “Pre-Service Teacher Beliefs About Language Learning: The Second Language Acquisition Course as an Agent for Change”. Language Teaching Research 14 (3): 318–337.
  • Cenoz, J. and D. Gorter. 2017. “Minority Languages and Sustainable Translanguaging: Threat or Opportunity?” Journal of Multilingual and Multicultural Development 38 (10):1–12.
  • Cummins, J. 2000. Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon, England: Multilingual Matters.
  • Cummins, J. 2008. “Teaching for Transfer: Challenging the Two Solitudes Assumption in Bilingual Education”. In Encyclopedia of Language and Education. Bilingual Education, edited by J. Cummins and N. Hornberger, 65–75. New York, NY: Springer.
  • Curdt-Christiansen, X. L. 2016. “Conflicting Language Ideologies and Contradictory Language Practices in Singaporean Multilingual Families”. Journal of Multilingual and Multicultural Development 37 (7): 694–709.
  • Curdt-Christiansen, X. L, and B. Sun. 2016. “Nurturing Bilingual Learners: Challenges and Concerns in Singapore.” International Journal of Bilingual Education and Bilingualism 19 (6): 689–705.
  • Diehm, I., and V. Magyar-Haas. 2011. “(Sprachliche) Bildung und Befähigung. Reichweite und Leistungsfähigkeit des Capability Approach für die Pädagogik der Frühen Kindheit.” In Bildung in der Demokratie II. Tendenzen – Diskurse – Praktiken, edited by L. Ludwig, H. Luckas, F. Hamburger and S. Aufenanger, 217–228. Opladen: Barbara Budrich.
  • Fehlen, F. and A. Heintz. 2016. Die Luxemburger Mehrsprachigkeit. Ergebnisse einer Volksza¨hlung. Luxemburg: Transcript-Verlag.
  • Flick, U. 2011. Triangulation Eine Einfu¨hrung. Wiesbaden: VS Verlag.
  • García, O. 2009. Bilingual Education in the 21st century: A Global Perspective. Malden, MA: Blackwell.
  • Gkaintartzi, A., A. Kiliari, and R. Tsokalidou. 2015. “‘Invisible’ Bilingualism-‘Invisible’ Language Ideologies: Greek Teachers' Attitudes Towards Immigrant Pupils' Heritage Languages”. International Journal of Bilingual Education and Bilingualism 18 (1): 60–72.
  • Gort, M. and R. W. Pontier. 2013. “Exploring Bilingual Pedagogies in Dual Language Preschool Classrooms”. Language and Education 28: 223–245.
  • Hickey, T. M., G. Lewis, and C. Baker. 2014. “How Deep Is Your Immersion? Policy and Practice in Welsh-Medium Preschools with Children from Different Language Backgrounds.” International Journal of Bilingual Education and Bilingualism 17 (2): 215–234.
  • Hodgson, A. and K. Spours. 2006. “An Analytical Framework for Policy Engagement: The Contested Case of 14-19 Reform in England”. Journal of Education Policy 21 (6): 679–696.
  • Hornberger N. H. and D. C. Johnson. 2007. “Slicing the Onion Ethnographically: Layers and Spaces in Multilingual Language Education Policy and Practice.” TESOL Quarterly 41 (3): 509–532.
  • Johnson, D. C. 2013. Language Policy. Basingstoke: Palgrave Macmillan
  • Kenner, C. and Ruby M. 2012. “Connecting Children’s Worlds: Creating a Multilingual Syncretic Curriculum Through Partnership Between Complementary and Mainstream Schools”. Journal of Early Childhood Literacy 13 (3): 395–417.
  • Kirsch, C. 2017a. “Young Children Capitalising on Their Entire Language Repertoire for Language Learning at School.” Language, Culture and Curriculum 31 (1): 39–55.
  • Kirsch, C. 2017b. “Translanguaging Practices During Storytelling with iTEO in Preschools”. Journal of Translation and Translanguaging in multilingual contexts 3 (2): 145–166.
  • Kirsch, C. and G. Gretsch. 2015. “L’apprentissage Langagier Avec l’App iTEO. Multilinguisme: Enseignement, Littératures et Cultures au Luxembourg. Synergies Pays Germanophones. ” Gerflint 8: 37–48.
  • Kirsch, C., and G. Cicero Catanese. 2017. “Sprachbiographien und ihre Bedeutung in Multilingualen Kontexten, Eine Fallstudie aus Luxembourg.” Grundschulzeitschrift 10 (2): 35–47.
  • Kratzmann, J. et al. 2017. “Standardisierte Erfassung von Einstellungen zur Mehrsprachigkeit in Kindestageeinrichtungen. Dimensionierung einer mehrdimensionalen Konstrukts”. Frühe Bildung 6: 133–140.
  • Krippeler, C. 2014. “Begegnung mit Sprachenvielfalt – Mehrsprachige Vorschulkinder in Luxemburg in Unterschiedlichen Settings. [Encountering Language Diversity – Multilingual Preschool Children in Luxembourg in Different Settings].” MA diss., University of Cologne.
  • Levin, T. and R. Wadmany. 2006. “Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View”. Journal of Research on Technology in Education 39 (2): 157–181.
  • Li, W. and O. García. 2017. “From Researching Translanguaging to Translanguaging Research.” In Research Methods in Language Education. Encyclopedia of Language and Education, edited by K. King, L. Yi-Ju and S. May, 1–14. New York: Springer.
  • MENJE. 2017. “L’enseignement Luxembourgeois en Chiffres: Année Scolaire 2015–16.” http://www.men.public.lu/fr/actualites/publications/themes-transversaux/statistiques-analyses/ens-lux-chiffres/2015-2016-depliant/index.html
  • MENJE and INSIDE. 2015. “Personalbefragung Innerhalb des Bilan Précoce 2015.” Ergebnisse der Fragebogenstudie. http://www.men.public.lu/fr/…/2015/11/11…precoce/bilan-personal.pdf.
  • MENFP. 2014. “Mon Portfolio Européen des Langues (PEL).” Modèle Enregistré N. 2014.R021. http://www.men.public.lu/fr/actualites/publications/themes-transversaux/scolarisation-eleves-etrangers/brochures-enseignants/portfolio/index.html.
  • Menken, K. and O. García. 2010. Negotiating Language Education Policies in Schools: Educators as Policymakers. New York: Routledge.
  • Naqvi, R. et al. 2012. “Dual-Language Books as an Emergent-Literacy Resource: Culturally and Linguistically Responsive Teaching and Learning.” Journal of Early Childhood Literacy 13 (4): 501–528.
  • Pajares, F.M. 1992. “Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct.” Review for Education Research 62 (3): 307–332.
  • Priestley, M., G. J. Biesta and S. Robinson. 2013. “Teachers as Agents of Change: Teacher Agency and Emerging Models of Curriculum”. In Reinventing the Curriculum: New Trends in Curriculum Policy and Practice, edited by M. Priestley and G.J. Biesta, 187–206. London: Bloomsbury Academic.
  • Ricento, T. 2000. “Historical and Theoretical Perspectives in Language Policy and Planning.” Journal of Sociolinguistics 4 (2): 196–213.
  • Ricento, T. and N. H. Hornberger .1996. “Unpeeling the Onion: Language Planning and Policy and the ELT Professional.” TESOL Quarterly 30 (3): 401–428.
  • Schwartz, M., V. Moien and M. Klayle. 2013. “Parents' Choice a Bilingual Hebrew Arabic Kindergarten for Children.” In Successful Family Language Policy: Parents, Children and Educators in Interaction, edited by M. Schwarz and A. Verschic, 23–52. New York, London: Springer.
  • STATEC. 2018. “Evolution of Total, Luxembourgish and Foreign Population 1961–2018.” http://www.statistiques.public.lu/stat/TableViewer/tableView.aspx?ReportId=12853&IF_Language=fra&MainTheme=2&FldrName=1.
  • Taguma, M., I. Litjens, and K. Makowiecki. 2012. “Encouraging Quality in Early Childhood Education and Care (ECEC).” Starting Strong III. Toolbox, OECD. http://www.oecd.org/education/school/50165861.pdf.
  • Taylor, L. et al. 2008. “Affirming Plural Belonging: Building on Students’ Family-based Cultural and Linguistic Capital Through Multiliteracies Pedagogy”. Journal of Early Childhood Literacy 8 (3): 269–294.
  • Xu, L. 2012. “The Role of Teachers’ Beliefs in the Language Teaching-Learning Process”. Theory and Practice in Language Studies 2 (7): 1397–1402.
  • Young, A. S. and Mary L. 2016. “Autoriser l’emploi des Langues des Enfants Pour Faciliter l’entrée dans la Langue de Scolarisation. Vers un Accueil Inclusif et des Apprentissages Porteurs de Sens.” La nouvelle revue de l'adaptation et de la scolarisation (NRAS) 73: 75–94.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.