集大外语学术沙龙    第95期

报告题目：Analyzing translingual shared readings in ECEC in Luxembourg

主讲人：Claudine Kirsch

内容简介：

While there is consensus that home languages are the foundation on which to develop additional languages and that literacy needs to be supported from an early age, educators in Early Childhood Education and Care (ECEC) facilities seem to rarely build on children’s home languages or offer literacy activities in multiple languages (Kirsch, 2024a). This is despite the evidence that translanguaging in shared readings in ECEC centres can result in child engagement, language learning and the development of multilingual identities (Moses & Torrejon Capurro, 2024; Seltzer et al., 2020; Sembiante et al., 2023).

Luxembourg, a small multilingual country which has implemented a programme of multilingual education in ECEC, is an ideal context to investigate multilingual literacy practices. In the project Collaboration with Parents and Multiliteracies, we video-recorded shared readings in three childcare facilities over ten months. The findings show that the educators and children in two of the centres used several languages and offered a range of literacy activities. The types of adult-child interactions depended on the educators’ understanding of learning, perspectives of bilingualism and literacy, as well as on their pedagogical approaches and  language trajectories (Kirsch, 2024a, b).

In this hands-on workshop, we will go back to the data that let me draw the previous conclusions. We will focus on two centers and use Seedhouse’s conversation analysis (2005) to examine, firstly, one educator’s interaction and language promoting strategies (e.g. asking questions, expansions, reformulations) in a bilingual storytelling event. To identify whether her translanguaging was strategic, we will review definitions of strategic translanguaging and translanguaging pedagogies (García et al., 2017; Hamman-Ortiz et al., 2025; Seltzer et al., 2020) before we analyze a second multilingual excerpt. We will thereby distinguish between language alternation, translation, code-mixing and home languaging (Kirsch, 2020). Finally, I will compare the language practices across two childcare centers to point out the effects of the practices on the three-year-old children.

专家简介：

Claudine Kirsch，卢森堡大学人文、教育与社会科学学院语言与读写教学法全职教授，博士生导师，卢森堡大学多语言研究所（MLing）成员。她早年就读于卢森堡高等师范教育研究院（ISERP），获教育学学位，后在伦敦大学金史密斯学院先后获得教育学硕士和博士学位，其间获英国文化协会及英国经济与社会研究委员会（ESRC）资助。曾担任卢森堡小学教师九年，后于伦敦大学金史密斯学院担任讲师（2003-2011年），教授本科、硕士及博士课程，并负责协调多个课程项目及英、法、德、西四国之间的双边交换项目。2012年回到卢森堡大学任教至今。现任Bilingualism Matters卢森堡分部主任，曾任多个研究项目首席研究员（PI），包括MuLiPEC项目、iTEO项目、COMPARE项目及COVID-Kids项目等。研究方向为多语言教育、语言学习与教学、超语实践、家庭语言政策、早期教育及多模态素养。

讲座时间：2026年5月14日（周四），下午16:00

讲座地点：庄汉水楼5楼会议室

主持人：王涌骅

主办单位：集美大学外国语学院