Abstract
ABSTRACT There is a call for multilingual pedagogies including the use of literacy in several languages in early childhood education. However, many practitioners find it difficult to challenge the dominant language ideologies and are unsure of how to develop literacy practices in multiple languages. This paper is based in Luxembourg where a multilingual programme has been implemented in early childhood education in 2017. The research project examines the language used in daily communication and literacy activities of educators and parents in day-care centres, as reported by educators in two online-questionnaires. The findings show that the educators and parents use multiple languages when communicating, singing and reading with children in the centres. In addition to French and Luxembourgish which dominate, they use five other languages. Their reported multilingual practice reflects their beliefs that speaking and reading in several languages promotes language learning. However, while the programme is multilingual, a range of home languages are marginalised. The educators produce a language hierarchy in the centres in which the parents reproduce. While collaboration with parents can be effective in bringing home languages into day-care centres, educators need to be aware of language hierarchies and ideologies.
Highlights
While collaboration with parents can be effective in bringing home languages into day-care centres, educators need to be aware of language hierarchies and ideologies
In response to the demand to enhance the quality of early years education and better ensure access to the languages of instruction as part of achieving educational equity, multilingual programmes have been implemented in early childhood education in some European contexts, for example in some federal states of Germany, Switzerland, and Luxembourg
The questionnaires have shown that the non-formal education sector in Luxembourg is truly multilingual: the educators, parents and children report on the use of multiple languages in the day care centres
Summary
In response to the demand to enhance the quality of early years education and better ensure access to the languages of instruction as part of achieving educational equity, multilingual programmes have been implemented in early childhood education in some European contexts, for example in some federal states of Germany, Switzerland, and Luxembourg. ALEKSIĆ foregrounds some language ideologies at play. In this small multilingual country in Western Europe bordering Germany, France, and Belgium, a new policy called for multilingual education in 2017. Based on the national framework for non-formal education (MENJE & SNJ, 2017), the programme has three pillars: language education, partnerships with parents, and networking with cultural, social and educational institutions. It provides one- to-four-year-olds with playful opportunities to encounter linguistic and cultural diversity, and helps them develop skills in Luxembourgish and French through conversations, songs, and regular literacy activities in several languages It provides one- to-four-year-olds with playful opportunities to encounter linguistic and cultural diversity, and helps them develop skills in Luxembourgish and French through conversations, songs, and regular literacy activities in several languages (p. 4)
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