ABSTRACT

Multilingual education is mandatory in early childhood education in several European countries. Scholars working in first, second and foreign language learning have shown the effectiveness of interaction-promoting and language-modelling strategies for language development. In addition, teachers in bilingual contexts have been translanguaging to foster language learning. To this day, few research studies have examined these strategies in combination and their deployment in multilingual contexts. The present study takes place in multilingual Luxembourg where 64% of the four-year-olds do not speak Luxembourgish. It focuses on three practitioners who took part in a professional development course on multilingual pedagogies and presents their language-supporting strategies as well as their translanguaging practices. The findings show that the practitioners use a range of strategies in Luxembourgish, French and home languages, in daily conversations, routines and language and literacy activities to address children’s linguistic needs.

摘要

在几个欧洲国家的幼儿教育中，多语言教育是强制性的。从事第一、第二和外语学习的学者已经证明了促进互动和语言建模策略对语言发展的有效性。此外，双语环境中的教师一直在进行跨语言以促进语言学习。直到今天，很少有研究对这些策略的组合及其在多语言环境中的部署进行了研究。本研究在多语种卢森堡进行，其中 64% 的四岁儿童不会说卢森堡语。它侧重于参加多语言教学法专业发展课程的三位从业者，并介绍了他们的语言支持策略以及他们的跨语言实践。