Literaturnachweis - Detailanzeige
| Autor/inn/en | Kirsch, Claudine; Mortini, Simone |
|---|---|
| Titel | Engaging in and Creatively Reproducing Translanguaging Practices with Peers: A Longitudinal Study with Three-Year-Olds in Luxembourg |
| Quelle | In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 8, S.943-959 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kirsch, Claudine) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1367-0050 |
| DOI | 10.1080/13670050.2021.1999387 |
| Schlagwörter | Learner Engagement; Code Switching (Language); Longitudinal Studies; Foreign Countries; Multilingualism; Early Childhood Education; Toddlers; Peer Relationship; Language Usage; Luxembourg |
| Abstract | The increasing societal and linguistic diversity in schools challenge traditional teaching approaches and call for pedagogies that cater to the growing number of multilingual pupils. Translanguaging pedagogies can offer multilinguals a productive learning environment that helps them leverage their resources for learning. Translanguaging studies in early childhood education are still scant, especially those that involve emergent multilinguals, focus on adult-child and peer interactions, and examine children's agency. The present paper from multilingual Luxembourg examines the engagement of two three-year-olds in adult-led and child-led activities in two early childhood education settings as well the ways in which they creatively reproduced translingual activities and strategies in peer interactions. The data of the qualitative study stem from 128 excerpts, video-recorded over the course of a year. The findings show that the children's language use and active engagement depended on the pedagogy and the practitioners' language-supportive strategies. In peer interactions, they creatively reproduced routine activities, thereby transforming formulaic speech, as well as the practitioners' strategy use. The findings can guide curriculum developers and practitioners when implementing inclusive translanguaging practices in early childhood education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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