31 SES 01 A, Developing Multilingual Practices and Multiliteracies in ECEC – Perspectives of Educators on Multilingualism, Collaboration, and Multilingual Pedagogies
Multiliteracies in early childhood education are promoted by researchers in multilingual education (García et al., 2017) and the European Commission. One way in which educators in crèches can develop literacies in multiple languages is through collaboration with parents. Collaboration has been shown to positively influence educators, parents, and children. Educators, for instance, become aware of children’s funds of knowledge and draw on the learners’ resources and make their teaching more linguistically and culturally inclusive (Wells Rowe & Miller, 2016). While collaboration can be highly effective, the establishment of partnerships is difficult. Successful partnerships depend on several factors, among them the professionals’ beliefs, experiences, expectations, as well as space and time (Reynolds et al., 2017). Collaboration has been a focus of attention in Luxembourg since the introduction of multilingual education in ECEC institutions. Since 2017 teachers in schools and educators in crèches are required to develop children’s skills in Luxembourgish, familiarise them with French, and value their home languages. Partnerships with parents is one pillar of this programme. A previous study has shown that educators are beginning to develop such partnerships (Kirsch 2019). The longitudinal project Collaboration with parents and Multiliteracy in early Childhood Education (COMPARE) uses a mixed-method approach to examine the multiliteracy practices and partnership building between parents and educators in crèches in Luxembourg. In this paper we present the perspectives of educators on collaboration and multiliteracy. The data stem from two online questionnaires completed by educators in 2020. We examine the practitioners’ perspectives on collaboration (Betz et al. 2017), types of partnerships (e.g. Thiersch, 2006), types and frequency of collaborative activities in multiple languages (e.g. Hachfeld et al., 2016), and factors influencing collaboration (e.g. Reynolds et al., 2017). The data indicate that the educators seem to have understood the importance of collaboration and multiliteracy but conceptualise collaboration in terms of exchange of information and perceive parents as resources of language input. As a result, the declared practices are multilingual but new language hierarchies are being developed. The findings emphasise the need of professional development to help educators broaden their understanding of collaboration.
Betz, T., Bischoff, S., Eunicke, N., Kayser, L. B., & Zink, K. (2017). Partner auf Augenhöhe? Forschungsbefunde zur Zusammenarbeit von Familaien, Kitas und Schulen mit Blick auf Bildungschancen. Bielefeld: Bertelsmann. García, O., Johnson, S., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon. Hachfeld, A., Anders, Y., Kuger, S., & Smidt, W. (2016). Triggering parental involvement for parents of different language backgrounds: the role of types of partnership activities and preschool characteristics. Early Child Development and Care, 186(1), 190–211. doi: 10.1080/03004430.2015.1007370 Kirsch, C. (2019) Zusammenarbeit mit den Eltern: Beispiele aus Luxemburg. In: SNJ (Ed.), Études et Conférences: Le partenariat avec les familles dans l’éducation plurilingue de la petite enfance. (pp. 28-41). Luxembourg: SNJ. Reynolds, A. J., Hayakawa, M., Ou, S. R., et al. (2017). Scaling and Sustaining Effective Early Childhood Programs Through School–Family–University Collaboration. Child development, 88(5), 1453-1465. doi: 10.1111/cdev.12901 Thiersch, R. (2006). Familie und Kindertageseinrichtung. In P. Bauer & E.J. Brunner (Eds.), Elternpädagogik. Freiburg: Lambertus. Wells Rowe, D., & Miller, M. E. (2016). Designing for diverse classrooms: Using iPads and digital cameras to compose eBooks with emergent bilingual/biliterate four-year-olds. Journal of Early Childhood Literacy, 16(4), 425–472. doi: 10.1177/1468798415593622
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.