MuLiPEC: Developing multilingual pedagogies in Early Childhood
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- Research team: Claudine Kirsch (PI), Katja Andersen, Simone Mortini, Laurence Di Letizia, Gabrijela Aleksić (from September 2017)
- Duration: May 2016-April 2019
- Funding: Fonds National de la Recherche, Ministère de l'Education nationale, de l'Enfance et de la Jeunesse
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| MuLiPEC research team (from left): Katja Andersen, Gabrijela Aleksić, Claudine Kirsch, Simone Mortini |
Project summary
Calls for multilingual pedagogies have reached early childhood education and some multilingual programmes have been implemented in Europe. However, many programmes continue to be based on monolingual ideologies and, therefore, their focus frequently remains on the majority language. The project MuLiPEC addressed the need for the development of multilingual pedagogies in early childhood education in Luxembourg. To this end, the research team offered a professional development (PD) path to preschool teachers (formal education sector) and caretakers working with 2- to 5-year olds in the non-formal education sector (e.g. crèches). The aims of the research project consisted of analysing the influence of the PD on the practitioners’ attitudes, knowledge, and practices; comparing practices across settings; and investigating the influence of multilingual practices on children.
The integrated model of PD included a 15-hour course attended by 46 participants in the summer of 2016 as well as coaching and six network meetings offered to a subset of seven PD participants from September 2016 to September 2017. These seven teachers and educators worked in a preschool, an éducation précoce, a crèche and a maison relais pour enfants (day-care centre), respectively. The PD addressed perspectives of multilingualism, theories of language learning, pedagogical principles, activities with books, rhymes and songs in multiple languages, and language-supporting strategies.
The project used quantitative methods (i.e. a survey done prior to and after the PD) and qualitative ones. The researchers observed the professionals, video-recorded activities, asked the professionals to video-record activities themselves, and regularly interviewed the practitioners. Simone Mortini, the PhD candidate, focused on the children in the four institutions and investigated the languaging practices and the agency of eight children over the course of one academic year. The analysis of the quantitative data drew on content analysis, paired samples t-test and correlational analysis whilst the qualitative data were analysed with thematic analysis and a socio-cultural perspective of conversation analysis.
The findings from the questionnaires completed by 44 participants before and after the PD, show that the course positively influenced the practitioners’ knowledge about multilingualism and language learning, their attitudes towards translanguaging and home languages, as well as their interest in organising activities in children’s home languages. The longitudinal study carried out with seven practitioners provided further details. The findings from the observations, interviews, and the questionnaire (administered at three time points) indicate that these professionals developed a positive stance towards translanguaging, learned to design a child-centred multilingual learning environment, and implemented activities in languages other than the institutional ones. Their languaging practices included translating, ‘home languaging’ and translanguaging, thus, using semiotic resources flexibly and fluidly. The flexible language use facilitated communication and promoted the children’s participation, language learning and well-being. There were differences across the settings. The practitioners in the formal sector as well as in the crèche designed a more holistic multilingual learning environment compared to the caretakers in the day care centre who needed more time to move away from monolingual ideologies and learn how to plan child-centred activities. All practitioners but especially the former, used a range of language-supportive strategies in Luxembourgish, French and home languages, in daily routine activities, storytelling and focused language activities. Furthermore, the practitioners in the formal sector translanguaged more strategically than those in the non-formal sector. These differences are related to the practitioners’ views of multilingualism and their ability to monitor children’s linguistic needs, which are mediated by their own experience of multilingualism and qualification. Finally, the professionals’ translanguaging stance and multilingual practices propelled children’s language-based agency. Their agentic behaviour moved on a continuum from ‘participatory’ to ‘controlling agency’, reflecting both the differing languaging practices and pedagogies, and children’s personal backgrounds.
The project MuLiPEC contributes to knowledge production as it is one of few that demonstrates the positive influence of a PD on ECEC professionals’ multilingual practices and provides insights into translanguaging pedagogies and children’s language-based agentic behaviour in a multilingual context.
| Videos of language learning practices (original and subtitles in French) |
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| This series of 12 videos illustrates, firstly, the ways in which teachers, educators and children use their multilingual repertoire in daily routines and activities (e.g. play time, breakfast time), and secondly, the ways in which the adults organise activities built on stories and rhymes to develop Luxembourgish, familiarise children with French or German, and build on their home languages. The practices have been filmed in 2017 in a nursery class, a précoce, a crèche and a Maison Relais pour Enfants. Watch the videos on Youtube: Videos of language learning practices |
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| Excerpts of languaging (subtitles in English) |
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| The following 10 short videos are excerpts of the videos on language learning practices. They illustrate promising practice in formal and non-formal early years settings and focus either on adults or on children. All videos illustrate flexible language use across several languages and emphasise the role of interactions. Watch the videos on Youtue: Excerpts of languaging |
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| Multilingualism in the press, on radio and television |
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| Conferences & workshops (2016-2021) |
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| Workshops (2016-2010) |
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| Expert voices |
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Prof. Mila Schwartz, Oranim Academic College of Education, Israel A ‘multilingual context’ could be defined as an environment in which the individual encounters daily communication needs that require the regular use of three or more languages. Such a situation is true for children in early childhood education in Luxembourg where many come from diverse linguistic environments and do not speak Luxembourgish as a home language and. In this context, the project MuLiPEC presents a timely focus on early childhood education in the multilingual environment of Luxembourg. Focusing on the development of multilingual pedagogies and factors influencing teachers' and children’s agency, the project pays attention to empowering practitioners who meet the daily challenges of negotiating the multiple language use in the classroom and addressing children’s diverse linguistic backgrounds. What makes this project unique? My answer is that it raises the teachers' awareness of the unique needs of children coming from diverse linguistic background alongside the provision of practical tools for supporting heritage and ethnic languages while also ensuring proficiency in mainstream languages. In addition, the project is outstanding because it is inter-disciplinary and brings together educational linguists, educational psychologists, policy-makers and practitioners. Within a wider international framework, the project contributes to the consolidation of multilingual practices in early education. In this way, its outcomes will benefit researchers and educators who are working in different sociolinguistic contexts in multilingual societies.
Prof. Drorit Lengyel, Universität Hamburg Drorit Lengyel ist Professorin für Erziehung und Bildung in multilingualen Kontexten an der Universität Hamburg. Ihr wissenschaftlicher Schwerpunkt liegt auf dem Umgang mit Sprache und Mehrsprachigkeit in frühkindlichen Bildungseinrichtungen und in der Schule. Zudem forscht sie zur Kooperation und Zusammenarbeit zwischen Fachkräften und Eltern. Professorin Lengyel erklärt, dass in vielen europäischen Ländern, Kinder mit Migrationshintergrund ihre Familiensprachen und kulturellen Orientierungen wie einen Rucksack vor der Tür abstellen müssen und sie diese Repertoires nicht mit in die Einrichtung nehmen können. „Wir wissen aber aus der Forschung, dass es insbesondere für ihr Wohlbefinden, aber auch für ihre kognitive, sprachliche und emotionale Entwicklung sehr wichtig ist, wenn die Einrichtung ihre sprachlichen Ressourcen und kulturellen Orientierungen, die sie von zuhause mitbringen, aufgreift, wenn sie diese also in den Einrichtungen wiederfinden können, dass diese Ressourcen wertgeschätzt werden und, dass man mit ihnen auch arbeitet.“ „Da wir nicht davon ausgehen können, dass alle Erzieherinnen und Erzieher, alle Lehrkräfte über all die Sprachen und Orientierungen verfügen, ist einer der vielversprechenden Wege, die Eltern ins Boot zu holen. Das bedeutet also eine Zusammenarbeit, Kooperation mit den Eltern, um diese Wertschätzung und diese Ressourcenorientierung überhaupt leisten zu können. Und ein sehr gelungenes Beispiel aus Luxemburg ist, wie ich finde, und was ich auch gerne meinen Studierenden, zum Beispiel, in Hamburg mitgebe, das iTEO-Projekt, wo wir sehen, wie Claudine Kirsch und ihre Kolleginnen und Kollegen eben durch die Einbeziehung dieser App mit den Eltern zusammenarbeiten, auch wenn diese gar nicht präsent sind. Sie können, zum Beispiel ein Lied einsingen, das dann in der Kita vorgespielt wird und man sieht sehr schön, mit wie viel Freude die Kinder das dann sehen, wie stolz sie sind, dass ihre Eltern sich beteiligen und sozusagen etwas von sich und ihrer Familienkultur und Sprache einbringen. Professorin Lengyel betont die Wichtigkeit der Kooperation mit den Eltern als Grundlage für die gelingende Erziehungs- und Bildungsarbeit in den Einrichtungen. Es sei eine geteilte Erziehungs- und Bildungsarbeit, die beide Parteien zu leisten haben. Sie erklärt, dass die Kooperation mit den Familien oft dadurch erschwert wird, dass Fachkräfte unsicher sind, wie sie an die Eltern herantreten können und wie sie ihnen den Zugang zur Einrichtung erleichtern können, vor allem wenn sie aus einem anderen, den Fachkräften nicht oder wenig bekannte Umfeld stammen. Professorin Lengyel sieht die Professionalisierung der Fachkräfte als einen Weg, der zur Überwindung dieser Barrieren und zu einer gelingenden Zusammenarbeit mit allen Eltern führen kann. Ein zentraler Baustein der Professionalisierungsmaßnahme sei, so erklärt sie, die Reflexion der eigenen biographischen Erfahrungen, z.B. interkulturellen Erfahrungen und der eigenen Orientierungen gegenüber Mehrsprachigkeit. Diese Reflexion führe dazu, besser an den konkreten Lebenssituationen, der Mehrsprachigkeit und den kulturellen Orientierungen der Familien ansetzen zu können. „Wenn ich weiß, woher ich komme und wo ich stehe, ist es auch einfacher, den anderen zu verstehen und auf ihn zuzugehen. Insofern ist auch das Projekt MuLiPEC, das hier von Claudine Kirsch an der Uni Luxemburg geleitet wird, ein besonderes Projekt, weil es genau hier ansetzt. Es nimmt die Professionalisierung der Fachkräfte und Lehrkräfte ernst, auch in dieser Hinsicht. Und insofern hoffe ich, dass dieses Projekt, genauso wie andere Maßnahmen, die die Kooperation mit Eltern fördern, im Endeffekt dazu führt, dass die Kinder in den frühkindlichen Bildungseinrichtungen gestärkt werden, dass sie aufgenommen werden, so wie sie sind, mit ihren Sprachen, mit ihren kulturellen Orientierungen und dass sie diesen Rucksack nicht vor der Kita abstellen müssen, sondern ihn mit hineinnehmen und dort auspacken können.“
Prof. Ofelia García, The Graduate Center, City University of New York As more very young multilingual children enter schools, the work of Claudine Kirsch and her colleagues gains importance. The project’s emphasis on oracy development in the early years, and in leveraging oracy to develop literacy is most significant. The collaborative way in which Claudine and her colleagues provide teachers with long-term professional development which is based on inquiry and the realities of their own children is crucial. Relevant for the world for its focus on multilingualism, the situated ways in which the project works with educators has deep implications for early childhood programmes in Luxembourg. The development of Luxembourgish, the familiarisation with French, and the attention to the children’s home languages are paramount in the project, providing teachers with activities, clips, and videos, and engaging them in reflection about their own practices. The project has resulted in a sea of change in ideologies towards multilingual education by teachers, and acknowledgment of the children’s multilingual practices. In addition, teachers who participate in the project have been able to design better instruction, based on the tools provided by the project and leveraging the children’s multilingual practices. |
| Newsletters and magazines |
| To keep our readers updated on the progress of the project, we produce the magazine DIALOG with the company Mindforest as well as two newsletters.
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| Articles and book chapters |
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| Links |
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| URL: https://wwwen.uni.lu/research/fhse/dhum/research_institutes/multilingualism/research_projects/mulipec_developing_multilingual_pedagogies_in_early_childhood | Date: Sunday, 29 May 2022, 07:45 |