Supporting childcare professionals in approaching multilingualism: insights from a collaborative process for professional development

References

• Aghallaj, R., A. Van Der Wildt, M. Vandenbroeck, and O. Agirdag. 2020. “Exploring the Partnership Between Language Minority Parents and Professionals in Early Childhood Education and Care: A Systematic Review.” In Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education, edited by C. Kirsch and J. Duarte, 129–151. New York: Routledge. https://doi.org/10.4324/9780429059674-12.
   Google Scholar
• Bergeron-Morin, L., B. Peleman, and H. Hulpia. 2023. Working with Multilingual Children and Families in Early Childhood Education and Care (ECEC): Guidelines for Continuous Professional Development of ECEC Professionals. NESET report. Luxembourg: Publication Office of the European Union.
   Google Scholar
• Bialystok, E. 2018. “Bilingual Education for Young Children: Review of the Effects and Consequences.” International Journal of Bilingual Education and Bilingualism 21 (6): 666–679. https://doi.org/10.1080/13670050.2016.1203859.
   PubMed Web of Science ®Google Scholar
• Chan, A. 2011. “Critical Multiculturalism: Supporting Early Childhood Teachers to Work with Diverse Immigrant Families.” International Research in Early Childhood Education 2 (1): 63–75.
   Google Scholar
• De Houwer, A. 2020. “Harmonious Bilingualism: Well-Being for Families in Bilingual Settings.” In Handbook of Home Language Maintenance and Development: Social and Affective Factors, edited by A. C. Schalley and S. A. Eisenchlas, 63–83. Berlin: De Gruyter Mouton. https://doi.org/10.1515/9781501510175-004.
   Google Scholar
• Duarte, J., and C. Kirsch. 2020. “Introduction: Multilingual Approaches to Teaching and Learning.” In Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education, edited by C. Kirsch and J. Duarte, 1–12. New York: Routledge. https://doi.org/10.4324/9780429059674-1.
   Google Scholar
• Egert, F., R. G. Fukkink, and A. G. Eckhardt. 2018. “Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis.” Review of Educational Research 88 (3): 401–433. https://doi.org/10.3102/0034654317751918.
   Web of Science ®Google Scholar
• Elek, C., S. Gray, S. West, and S. Goldfeld. 2022. “Effects of a Professional Development Program on Emergent Literacy-Promoting Practices and Environments in Early Childhood Education and Care.” Early Years 42 (1): 88–103. https://doi.org/10.1080/09575146.2021.1898342.
   Web of Science ®Google Scholar
• Eurofound. 2015. Early Childhood Care: Working Conditions, Training and Quality of Services – a Systematic Review. Dublin: Eurofound.
   Google Scholar
• Hoff, E. 2006. “How Social Contexts Support and Shape Language Development.” Developmental Review 26 (1): 55–88. https://doi.org/10.1016/j.dr.2005.11.002.
   Web of Science ®Google Scholar
• Hulpia, H., M. Vandenbroeck, M. Daems, B. Declercq, J. Janssen, C. Van Cleynenbreugel, and F. Laevers. 2016. “MeMoQ Deelrapport 10. Emotionele en educatieve ondersteuning in de nulmeting.”
   Google Scholar
• Kirsch, C. 2021. “Practitioners’ Language-Supporting Strategies in Multilingual ECE Institutions in Luxembourg.” European Early Childhood Education Research Journal 29 (3): 1–15. https://doi.org/10.1080/1350293X.2021.1928721.
   Web of Science ®Google Scholar
• Kirsch, C., and G. Aleksić. 2018. “The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg.” Review of European Studies 10 (4): 148–163. https://doi.org/10.5539/res.v10n4p148.
   Google Scholar
• Larson, A. L., L. M. Cycyk, J. J. Carta, C. S. Hammer, M. Baralt, Y. Uchikoshi, Z. G. An, and C. Wood. 2020. “A Systematic Review of Language-Focused Interventions for Young Children from Culturally and Linguistically Diverse Backgrounds.” Early Childhood Research Quarterly 50:157–178. https://doi.org/10.1016/j.ecresq.2019.06.001.
   Web of Science ®Google Scholar
• Markussen-Brown, J., C. B. Juhl, S. B. Piasta, D. Bleses, A. Højen, and L. M. Justice. 2017. “The Effects of Language-And Literacy-Focused Professional Development on Early Educators and Children: A Best-Evidence Meta-Analysis.” Early Childhood Research Quarterly 38:97–115. https://doi.org/10.1016/j.ecresq.2016.07.002.
   Web of Science ®Google Scholar
• Matthew, M., and M. Huberman. 2003. Analyse des données qualitatives. Paris: De Boeck Supérieur.
   Google Scholar
• McKenney, S., and T. C. Reeves. 2018. Conducting Educational Design Research. Routledge.
   Google Scholar
• Michel, M. C., and F. Kuiken. 2014. “Language at Preschool in Europe: Early Years Professionals in the Spotlight.” European Journal of Applied Linguistics 2 (1): 1–26. https://doi.org/10.1515/eujal-2014-0005.
   Google Scholar
• Montrul, S. 2022. “The Development of the Heritage Language in Childhood Bi-/multilingualism.” In The Cambridge Handbook of Childhood Multilingualism, edited by A. Stavans and U. Jessner, 537–554, Cambridge University Press.
   Google Scholar
• Navracsics, J. 2022. “Infant Bi- and Multilingual Development.” In The Cambridge Handbook of Childhood Multilingualism, edited by A. Stavans and U. Jessner, 13–37, Cambridge University Press.
   Google Scholar
• Opgroeien. 2022. Themarapport Taal & Nationaliteit. Agentschap Opgroeien. https://www.opgroeien.be/kennis/cijfers-en-onderzoek/taal-en-nationaliteit.
   Google Scholar
• Peleman, B., A. Lazzari, I. Budginaitė, H. Siarova, H. Hauari, J. Peeters, and C. Cameron. 2018. “Continuous Professional Development and ECEC Quality: Findings from a European Systematic Literature Review.” European Journal of Education 53 (1): 9–22. https://doi.org/10.1111/ejed.12257.
   Web of Science ®Google Scholar
• Portner, H., and M. H. Portner. 2012. “Using Best Practices for Teaching the Process of Coaching.” In The SAGE Handbook of Mentoring and Coaching in Education, edited by C. A. Mullen and S. J. Fletcher, 399–411. London: SAGE Publications Ltd. https://doi.org/10.4135/9781446247549.n27.
   Google Scholar
• Ragnarsdóttir, H. 2021. “Multilingual Childhoods of Refugee Children in Icelandic Preschools: Educational Practices and Partnerships with Parents.” European Early Childhood Education Research Journal 29 (3): 410–423. https://doi.org/10.1080/1350293X.2021.1928719.
   Web of Science ®Google Scholar
• Romijn, B. R., P. L. Slot, and P. P. Leseman. 2021. “Increasing teachers’ Intercultural Competences in Teacher Preparation Programs and Through Professional Development: A Review.” Teaching and Teacher Education 98:103236. https://doi.org/10.1016/j.tate.2020.103236.
   Web of Science ®Google Scholar
• Salem, T., J. Braband, and D. Lengyel. 2020. “Parental Cooperation in Early Childhood Education in Germany—Bridging Language Barriers in Multilingual Settings.” In Multilingual Approaches for Teaching and Learning. From Acknowledging to Capitalising on Multilingualism in European Mainstream Education, edited by C. Kirsch and J. Duarte, 168–185. New York: Routledge. https://doi.org/10.4324/9780429059674-13.
   Google Scholar
• Slot, P., and G. Nata. 2019. ISOTIS - Integrative Report: Professionals and Organisations.
   Google Scholar
• Smidt, S. 2016. Multilingualism in the Early Years: Extending the Limits of Our World. Routledge.
   Google Scholar
• Smolander, S., M. Laasonen, E. Arkkila, P. Lahti‐Nuuttila, and S. Kunnari. 2021. “L2 Vocabulary Acquisition of Early Sequentially Bilingual Children with TD and DLD Affected Differently by Exposure and Age of Onset.” International Journal of Language & Communication Disorders 56 (1): 72–89. https://doi.org/10.1111/1460-6984.12583.
   PubMed Web of Science ®Google Scholar
• Sullivan, D. 2011. “Chapter 2. Using Multilingual Strategies in Monolingual Early Childhood Classrooms.” In Welcoming Linguistic Diversity in Early Childhood Classrooms: Learning from International Schools, edited by E. Murphy, 16–27. Multilingual Matters. https://doi.org/10.21832/9781847693488-004.
   Google Scholar
• Vandenbroeck, M. 2017. “Supporting (Super) Diversity in Early Childhood Settings.” In The SAGE Handbook of Early Childhood Policy. edited by, 403–417. London: SAGE. https://doi.org/10.4135/9781526402004.n25.
   Google Scholar
• Willard, J. A., B. Leyendecker, K. Kohl, L.-M. Bihler, and A. Agache. 2021. “Does Variation in Early Childhood Education Matter More for Dual Language learners’ Than for Monolingual Children’s Language Development?” Applied Developmental Science 26 (4): 704–725. https://doi.org/10.1080/10888691.2021.1978845.
   Web of Science ®Google Scholar
• Young, A. S., and L. Mary. 2021. “Blurring the Borders Between Research and Practice: Video as a Tool to Develop Knowledge About Language and Empower (Student) Teachers in Multilingual Pre-School Classrooms.” European Early Childhood Education Research Journal 29 (3): 351–362. https://doi.org/10.1080/1350293X.2021.1928720.
   Web of Science ®Google Scholar
• Zaslow, M., K. Tout, T. Halle, J. V. Whittaker, and B. Lavelle. 2010. Toward the Identification of Features of Effective Professional Developmental for Early Childhood Educators: Literature Review. Washington: U.S. Department of Education.
   Google Scholar
• Zauche, L. H., T. A. Thul, A. E. Darcy Mahoney, and J. L. Stapel-Wax. 2016. “Influence of Language Nutrition on Children’s Language and Cognitive Development: An Integrated Review.” Early Childhood Research Quarterly 36:318–333. https://doi.org/10.1016/j.ecresq.2016.01.015.
   Web of Science ®Google Scholar