Opening minds to translanguaging pedagogies

peer reviewed ; Translanguaging pedagogies promise to capitalise on students’ language backgrounds, improve their academic achievements and address social inequalities. While research studies in monolingual, bilingual and multilingual contexts testify to the benefits of translanguaging for learning, well-being and identity-building, few studies focus on early childhood education and the use of more than two languages. Furthermore, little is known about the implementation of translanguaging pedagogies and the challenges faced by professionals. This article is based on a longitudinal research pr... Mehr ...

Verfasser: Kirsch, Claudine
Dokumenttyp: journal article
Erscheinungsdatum: 2020
Verlag/Hrsg.: Elsevier
Schlagwörter: translanguaging pedagogy / social-constructivist practice / beliefs / childhood / inclusion / Luxembourg / multilingual / Social & behavioral sciences / psychology / Education & instruction / Sciences sociales & comportementales / psychologie / Education & enseignement
Sprache: Englisch
Permalink: https://search.fid-benelux.de/Record/base-26744852
Datenquelle: BASE; Originalkatalog
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Link(s) : https://orbilu.uni.lu/handle/10993/43050