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ERIC Number: EJ1055270
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2325-663X
Lost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education
Neumann, Sascha
Global Education Review, v2 n1 p23-39 2015
Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals. Accordingly, the question of how to deal with linguistic diversity represents one of the biggest challenges in the professional debate about early childhood education in Luxembourg. The article will refer to this issue on the basis of several insights stemming from an ethnographic study in Luxembourgish daycare centers which was conducted between 2009 and 2012 by the working group "Early Childhood: Education and Care" at the University of Luxembourg. The study explored practices professionals apply to come up with the superdiverse and translingual environment in order to meet the political expectation of promoting foreign children's competences before they enter school. Based on the empirical investigations of everyday language use in center-based early childhood education, the article will not only characterize two different modes of language promotion ("institutional monolingualization in one language and institutional monolingualization in several languages") but also highlight the ambiguities of those language promotion practices which, although facing a translingual environment, are still based on a multilingual standard.
Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Luxembourg
Grant or Contract Numbers: N/A