References
- Andúgar, A., & Cortina-Peréz, B. (2018). EFL teachers’ reflections on their teaching practice in Spanish preschools: A focus on motivation. In M. Schwartz (Ed.), Preschool bilingual education: Agency in interactions between children, teachers, and parents (pp. 218–245). Springer.
- Başöz, T., & Çubukçu, F. (2014). Pre-service EFL teacher's attitudes towards computer assisted language learning (CALL). Procedia – Social and Behavioral Sciences, 116(C), 531–535. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.01.253
- Bergroth, M., & Palviainen, Å. (2016). The early childhood education and care partnership for bilingualism in minority language schooling: Collaboration between bilingual families and pedagogical practitioners. International Journal of Bilingual Education and Bilingualism, 19(6), 649–667. https://doi.org/https://doi.org/10.1080/13670050.2016.1184614
- Betz, T., Bischoff, S., Eunicke, N., Kayser, L. B., & Zink, K. (2017). Partner auf Augenhöhe? Forschungsbefunde zur Zusammenarbeit von Familien, Kitas und Schulen mit Blick auf Bildungschancen. Bertelsmann.
- Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426. https://doi.org/https://doi.org/10.1598/RRQ.37.4.4
- Cairney, T. H. (1997). Acknowledging diversity in home literacy practices: Moving towards partnership with parents. Early Child Development and Care, 127(1), 61–73. https://doi.org/https://doi.org/10.1080/0300443971270106
- Ellis, E., Gogolin, I., & Clyne, M. (2010). The janus face of monolingualism: A comparison of German and Australian language education policies. Current Issues in Language Planning, 11(4), 439–460. https://doi.org/https://doi.org/10.1080/14664208.2010.550544
- European Commission. (2011). Language learning at pre-primary school level: Making it efficient and sustainable: A policy handbook. Commission Staff Working Paper, 928 final, European Strategic Framework for Education and Training.
- Farver, J. A., Xu, Y., Lonigan, C. J., & Eppe, S. (2013). The home literacy environment and Latino head start children's emergent literacy skills. Developmental Psychology, 49(4), 775–791. https://doi.org/https://doi.org/10.1037/a0028766
- García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
- García, O., & Otheguy, R. (2020). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism, 23(1), 17–35. https://doi.org/https://doi.org/10.1080/13670050.2019.1598932
- Hamman, L. (2018). Translanguaging and positioning in two-way dual language classrooms: A case for criticality. Language and Education, 32(1), 21–42. https://doi.org/https://doi.org/10.1080/09500782.2017.1384006
- Honig, M.-S., & Bock, T. (2017). Luxembourg – ECEC workforce profile. In P. Oberhuemer & I. Schreyer (Eds.), Workforce profiles in systems of early childhood education and care in Europe. www.seepro.eu/English/Country_Reports.htm
- Kirsch, C. (2019). Zusammenarbeit mit den Eltern: Beispiele aus Luxemburg. In SNJ (Ed.), Études et Conférences: Le partenariat avec les familles dans l’éducation plurilingue de la petite enfance. Klassenraum (pp. 28–41). Luxembourg: SNJ.
- Kirsch, C., & Aleksić, G. (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/https://doi.org/10.5539/res.v10n4p148
- Kirsch, C., Aleksić, G., Mortini, S., & Andersen, K. N. (2020). Developing multilingual practices in early childhood education through a professional development in Luxembourg. International Multilingual Research Journal, https://doi.org/https://doi.org/10.1080/19313152.2020.1730023
- Kirsch, C., & Seele, C. (2020). Early language education in Luxembourg. In M. Schwartz (Ed.), International Handbook of Early Language education. Springer. https://link.springer.com/referenceworkentry/10.1007/978-3-030-47073-9_28-1
- Kratzmann, J., Jahreiß, S., Frank, M., Ertanir, B., & Sachse, S. (2017). Einstellungen pädagogischer Fachkräfte in Kindertageseinrichtungen zur Mehrsprachigkeit. Zeitschrift für Erziehungswissenschaft, 20(2), 237–258. https://doi.org/https://doi.org/10.1007/s11618-017-0741-7
- Kultti, A. (2013). Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care, 183(12), 1955–1969. https://doi.org/https://doi.org/10.1080/03004430.2013.765868
- Lengyel, D., & Salem, T. (2016). Zusammenarbeit von Kita und Elternhaus: Interkulturelle Perspektiven. In B. Kräcke & P. Noack (Eds.), Handbuch entwicklungs- und erziehungspsychologie (pp. 1–19). Springer.
- Li, L., & Walsh, S. (2011). ‘Seeing is believing’: Looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse, 2(1), 39–57. https://doi.org/https://doi.org/10.1080/19463014.2011.562657
- MENJE (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse). (2020). Education system in Luxembourg: Key figures School year 2019-2020 https://men.public.lu/fr/publications/statistiques-etudes/themes-transversaux/19-20-enseignement-chiffres.html
- MENJE & SNJ (Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse & Service National de la Jeunesse, Luxembourg). (2018). Cadre de référence national sur l’éducation non formelle des enfants et des jeunes. MENJE & SNJ.
- Neumann, S. (2015). Lost in translanguaging? Practices of language promotion in Luxembourgish early childhood education. Global Education Review, 2(1), 23–39.
- NICHD Early Child Care Research Network. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428–442. https://doi.org/https://doi.org/10.1037/0012-1649.41.2.428
- Palviainen, Å, & Curdt-Christiansen, X. L. (2020). Language education policies and early childhood education. In M. Schwartz (Ed.), Handbook of Early Language education (pp. 1–27). Springer.
- Poolman, B. G., Leseman, P. P. M., Doornenbal, J. M., & Minnaert, A. E. M. G. (2017). Development of the language proficiency of five- to seven-year-olds in rural areas. Early Child Development and Care, 187(3–4), 756–777. https://doi.org/https://doi.org/10.1080/03004430.2016.1203787
- Portolés, L., & Martí, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training. International Journal of Multilingualism. https://doi.org/https://doi.org/10.1080/14790718.2018.1515206
- Reiff, P., & Neumayer, J. (2019). Le luxembourgeois reste à langue la plus utilisée à domicile. In STATEC (Ed.), Regards 9(05). https://statistiques.public.lu/catalogue-publications/regards/2019/PDF-09-2019.pdf
- Reynolds, A. J., Hayakawa, M., Ou, S.-R., Mondi, C. F., Englund, M. M., Candee, A. J., & Smerillo, N. E. (2017). Scaling and sustaining effective early childhood programs through school-family-University collaboration. Child Development, 88(5), 1453–1465. https://doi.org/https://doi.org/10.1111/cdev.12901
- Salem, T., Braband, J., & Lengyel, D. (2020). Parental cooperation in early childhood education in Germany – bridging language barriers in multilingual settings. In C. Kirsch & J. Duarte (Eds.), Multilingual approaches to teaching and learning (pp. 168–185). Routledge.
- Seele, C. (2016). ‘Doing Education’ between monolingual norms and multilingual realities: An ethnography of multilingualism in early childhood education and care. Gloucestershire, UK: E&E publishing.
- Simoes Lourêiro, K., & Neumann, S. (2020). Young children as actors of institutional language policies and practices in day care centres. European Journal of Applied Linguistics, 8(2), 157–180. https://doi.org/https://doi.org/10.1515/eujal-2020-0008
- STATEC (Institut national de la statistique et des études économiques du Grand-Duché de Luxembourg). (2020). Population structure. STATEC.
- Taylor, L., Bernhard, J., Garg, S., & Cummins, J. (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. https://doi.org/https://doi.org/10.1177/1468798408096481
- Torr, J. (2019). Infants’ experiences of shared reading with their educators in early childhood education and care centres: An observational study. Early Childhood Education Journal, 47(5), 519–529. https://doi.org/https://doi.org/10.1007/s10643-019-00948-2
- Wasik, B. A., Hindman, A. H., & Snell, E. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 39–57. https://doi.org/https://doi.org/10.1016/j.ecresq.2016.04.003
- Weber, J.-J. (2014). Flexible multilingual education: Putting children’s needs first. Multilingual Matters.