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Multilingual education in early years in Luxembourg: a paradigm shift?
International Journal of Multilingualism ( IF 2.260 ) Pub Date : 2021-04-18 , DOI: 10.1080/14790718.2021.1905643
Claudine Kirsch 1 , Gabrijela Aleksić 1
Affiliation  

ABSTRACT

There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the language used in daily communication and literacy activities of educators and parents in day-care centres, as reported by educators in two online-questionnaires. The findings show that the educators and parents use multiple languages when communicating, singing and reading with children in the centres. In addition to French and Luxembourgish which dominate, they use five other languages. Their reported multilingual practice reflects their beliefs that speaking and reading in several languages promotes language learning. However, while the programme is multilingual, a range of home languages are marginalised. The educators produce a language hierarchy in the centres in which the parents reproduce. While collaboration with parents can be effective in bringing home languages into day-care centres, educators need to be aware of language hierarchies and ideologies.



中文翻译:

卢森堡早期的多语言教育:范式转变?

摘要

呼吁采用多语言教学法,包括在幼儿教育中使用多种语言的识字。然而,许多从业者发现很难挑战主流的语言意识形态,并且不确定如何发展多种语言的读写实践。本文基于卢森堡,该国于 2017 年在幼儿教育中实施了多语言计划。 该研究项目调查了教育工作者和日托中心家长在日常交流和识字活动中使用的语言,正如教育工作者在两个在线-问卷。调查结果显示,教育工作者和家长在与中心的儿童交流、唱歌和阅读时使用多种语言。除了占主导地位的法语和卢森堡语外,他们还使用其他五种语言。他们报告的多语言实践反映了他们的信念,即使用多种语言进行口语和阅读可以促进语言学习。然而,虽然该计划是多语言的,但一系列家庭语言被边缘化。教育者在父母繁殖的中心产生语言等级。虽然与家长合作可以有效地将家庭语言带入日托中心,但教育工作者需要了解语言等级和意识形态。

更新日期:2021-04-18
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