Heidelberg interaction training for language promotion in early childhood settings (HIT)

Buschmann, Anke; Sachse, Steffi

doi:10.1111/ejed.12263

Cited by 17 publications

(16 citation statements)

References 14 publications

(19 reference statements)

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“…The competence to critically reflect, consider other perspectives and rethink one"s own can be the starting point both for transformation and the sustainability of change (McLeod, 2015;Trodd & Dickerson, 2018). We are unable to comment on sustained practices but we agree that short-term enquiry-based programmes like ours need to be followed up, ideally with professional learning in learning communities, individual coaching, and the involvement of management (Buschmann & Sachse, 2018;Gaikhorst et al, 2017;Markussen-Brown et al, 2017;Werner et al, 2016). Coaching provides trainers with opportunities to observe daily practice and give productive feedback.…”

Section: Resultsmentioning

confidence: 92%

“…In addition, the training reinforced the practitioners" understanding of the importance of interactions and language-supporting strategies (Buschmann and Sachse, 2018). The questionnaire and the interviews revealed that the practitioners associated the use of home languages with the children"s well-being and understood the relevance of talking to children both in Luxembourgish and in their home languages.…”

Section: Discussionmentioning

confidence: 90%

“…In this sense, this study contributes to research into the effectiveness of transformative models of PD (Gogolin et al, 2010). In addition, it is so far one of few studies in Europe that is based in the ECEC sector and focusses on multilingual education (Buschmann & Sachse, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Girolametto et al, 2012) and Germany (e.g. Buschmann and Sachse, 2018;Simon & Sachse, 2013). These studies revealed that the professionals used more conversational strategies after the training and that the participating children who all had a language delay, talked more, more frequently and in more varied ways.…”

Section: Theoretical Models and Effectiveness Of Professional Developmentioning

confidence: 99%

“…The other studies came mainly from Canada with only five from Europe (Egert, 2015). Furthermore, Buschmann and Sachse (2018) report that studies on PD tend to focus on children with language delay and that those on multilingualism are rare. res.ccsenet.org Vol.…”

Section: Theoretical Models and Effectiveness Of Professional Developmentioning

confidence: 99%

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The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Kirsch¹,

Aleksic²

2018

RES

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While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals" knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children"s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.

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Section: Resultsmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 90%

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Models and Effectiveness Of Professional Developmentioning

confidence: 99%

Section: Theoretical Models and Effectiveness Of Professional Developmentioning

confidence: 99%

See 3 more Smart Citations

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Kirsch¹,

Aleksic²

2018

RES

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Early Language Education in Luxembourg

Kirsch

Seele

2020

Handbook of Early Language Education

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This chapter examines recent language education laws in Luxembourg as well as the ways in which early years practitioners appropriated the new policies and put them into practice. The chapter begins with a brief introduction of the linguistic landscape in Luxembourg and a summary of the dynamic development of the country's early childhood education system. Special emphasis is put on recent changes in language education policies, which call for a more inclusive and multilingual early language education. Monolingual practices now need to open up to flexible language use and offer children opportunities to capitalize on their entire semiotic repertoire for communicating, meaning-making, and learning. The central concerns of this chapter are the ways in which policy changes influence educational practices in formal and non-formal settings and how professional development shapes this process. In order to address these questions, the authors review literature on language education policy, translanguaging, and professional development and examine studies on early language education in Luxembourg. Next, they discuss recent initiatives of professional development in formal and non-formal early years settings as well as their outcomes. Finally, they present critical issues such as the practitioners' reflexivity and responsibility and the sustainability of professional development. Future research directions include family language policies, partnerships between families and early childhood institutions and children's languaging practices inside and across these institutions.

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Early Language Education in Luxembourg

Kirsch

Seele

2022

Handbook of Early Language Education

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This chapter examines recent language education laws in Luxembourg as well as the ways in which early years practitioners appropriated the new policies and put them into practice. The chapter begins with a brief introduction of the linguistic landscape in Luxembourg and a summary of the dynamic development of the country's early childhood education system. Special emphasis is put on recent changes in language education policies, which call for a more inclusive and multilingual early language education. Monolingual practices now need to open up to flexible language use and offer children opportunities to capitalize on their entire semiotic repertoire for communicating, meaning-making, and learning. The central concerns of this chapter are the ways in which policy changes influence educational practices in formal and non-formal settings and how professional development shapes this process. In order to address these questions, the authors review literature on language education policy, translanguaging and professional development and examine studies on early language education in Luxembourg. Next, they discuss recent initiatives of professional development in formal and non-formal early years settings as well as their outcomes. Finally, they present critical issues such as the practitioners' reflexivity and responsibility and the sustainability of professional development. Future research directions include family language policies, partnerships between families and early childhood institutions and children's languaging practices inside and across these institutions.

show abstract

Heidelberg interaction training for language promotion in early childhood settings (HIT)

Cited by 17 publications

References 14 publications

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg

Early Language Education in Luxembourg

Early Language Education in Luxembourg

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