Abstract This editorial presents an overview of European language policy and foreign language education in Europe as well as a special focus on two European countries differing very much in multilingualism and language competences: the United Kingdom and Luxembourg. A very brief summary of research discourses and language policy, especially of AILA, leads to a short introduction into the contributions of this volume.
{"title":"Foreign Language Didactics and Foreign Language Education since 1945","authors":"C. Fäcke","doi":"10.1515/eujal-2020-0029","DOIUrl":"https://doi.org/10.1515/eujal-2020-0029","url":null,"abstract":"Abstract This editorial presents an overview of European language policy and foreign language education in Europe as well as a special focus on two European countries differing very much in multilingualism and language competences: the United Kingdom and Luxembourg. A very brief summary of research discourses and language policy, especially of AILA, leads to a short introduction into the contributions of this volume.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42658850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The article presents the results of a diachronic analysis of language education in Poland from the 1950 s to the present day. We reflect on the evolution of theoretical thinking on language teaching methodology and its influence on everyday teaching practice. The approach taken is chronological, both in terms of the description of theory which is developed and implemented as well as the language education. This is an arbitrary choice which we feel is justified by the socio-political context. The analysis starts with a presentation of the tradition of teaching foreign languages in Poland followed by a description of use of terminology. Qualitative empirical research from structured interviews with researchers who have significantly influenced contemporary Polish glottodidactics is used to complement the analysis.
{"title":"From foreign language teaching methodology to comparative glottodidactics","authors":"Przemysław Gębal, M. J. Nawracka","doi":"10.1515/eujal-2020-0026","DOIUrl":"https://doi.org/10.1515/eujal-2020-0026","url":null,"abstract":"Abstract The article presents the results of a diachronic analysis of language education in Poland from the 1950 s to the present day. We reflect on the evolution of theoretical thinking on language teaching methodology and its influence on everyday teaching practice. The approach taken is chronological, both in terms of the description of theory which is developed and implemented as well as the language education. This is an arbitrary choice which we feel is justified by the socio-political context. The analysis starts with a presentation of the tradition of teaching foreign languages in Poland followed by a description of use of terminology. Qualitative empirical research from structured interviews with researchers who have significantly influenced contemporary Polish glottodidactics is used to complement the analysis.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42792651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper is concerned with a historical analysis of educational policies on Modern languages or second foreign languages (SFLs) like French, German and Spanish in Sweden. Using a typology from policy instrument theory, colloquially phrased as sermons, carrots and sticks, the paper provides an historical overview and a discussion of acess policy objectives and policy instruments since 1945 with a particular focus on lower secondary school the last 20 years. The analysis shows that while policies and policy instruments naturally have varied over the last 70 years, there are also similarities. A finding is that in the domain of SFLs, sermons have not been perceived as enough, carrots have tended to lead to inequalities and sticks have been avoided.
{"title":"A history of sermons and carrots but no sticks","authors":"J. Granfeldt","doi":"10.1515/eujal-2020-0022","DOIUrl":"https://doi.org/10.1515/eujal-2020-0022","url":null,"abstract":"Abstract This paper is concerned with a historical analysis of educational policies on Modern languages or second foreign languages (SFLs) like French, German and Spanish in Sweden. Using a typology from policy instrument theory, colloquially phrased as sermons, carrots and sticks, the paper provides an historical overview and a discussion of acess policy objectives and policy instruments since 1945 with a particular focus on lower secondary school the last 20 years. The analysis shows that while policies and policy instruments naturally have varied over the last 70 years, there are also similarities. A finding is that in the domain of SFLs, sermons have not been perceived as enough, carrots have tended to lead to inequalities and sticks have been avoided.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41675674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The following paper provides a historical overview of foreign language education and foreign language teaching in Germany, including teaching methods and curricular developments. A special focus emphasizes language policy and its influence on language teaching, analysing language choice, language order and the predominance of English.
{"title":"The English shark and other fish in the pond","authors":"C. Fäcke","doi":"10.1515/eujal-2020-0030","DOIUrl":"https://doi.org/10.1515/eujal-2020-0030","url":null,"abstract":"Abstract The following paper provides a historical overview of foreign language education and foreign language teaching in Germany, including teaching methods and curricular developments. A special focus emphasizes language policy and its influence on language teaching, analysing language choice, language order and the predominance of English.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44695165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.
摘要:虽然混合年龄外语教学(M-A)越来越受欢迎(Heizmann and Ries and Wicki 2015;Lau and Juby-Smith and Desbiens, 2017;Shahid Kazi and Moghal and Aziz 2018;Thurn 2011)，研究是稀缺的。利用多种数据来源，本研究调查了M-A和同龄(S-A)配对之间的同伴互动在多大程度上有助于第二语言发展，以及学生如何看待他们的互动。在本研究中，24名年龄在10岁至12岁之间的学习者在两个英语教室的共同课堂上与相同和不同年龄的伙伴进行互动。结果表明，S-A和M-A同伴互动都有助于第二语言的发展。虽然S-A组在后验中表现优于M-A组，但结果不具有统计学意义。对学生认知的分析显示，大多数学生更喜欢在S-A组而不是M-A组中工作。除了年龄/熟练程度的差异外，学生之间的关系以及对自己和伴侣熟练程度的看法等因素也极大地影响了他们彼此之间的互动方式。
{"title":"Exploring young learners’ L2 development and perceptions of mixed-age and same-age peer interactions in EFL mixed-age classrooms","authors":"Tomas Kos","doi":"10.1515/eujal-2020-0001","DOIUrl":"https://doi.org/10.1515/eujal-2020-0001","url":null,"abstract":"Abstract Although foreign language instruction in mixed-age (M-A) is gaining popularity (Heizmann and Ries and Wicki 2015; Lau and Juby-Smith and Desbiens, 2017; Shahid Kazi and Moghal and Aziz 2018; Thurn 2011), the research is scarce. Drawing from multiple data sources, this study investigated to what extent do peer interactions among M-A and same-age (S-A) pairs aid L2 development and how students perceive their interactions. In this study, the same learners (N=24) aged between 10 and 12 interacted with the same and different age partners during common classroom lessons in two EFL classrooms. The results suggest that both S-A and M-A peer interactions aided L2 development. Although S-A pairs outperformed M-A pairs on the post-test, the results are not statistically significant. The analysis of students’ perceptions revealed that the majority of students prefer working in S-A to M-A pairs. In addition to age/proficiency differences, factors such as students’ relationships and perceptions of one’s own and partner’s proficiency greatly impact how they interact with one another.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43267509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes from traditional models such as grammar-translation, direct and audio-visual methods to communicative approaches like task-based language teaching and, more recently, CLIL (Content and Language Integrated Learning), will be examined in the light of the Spanish official language policies.
摘要外语教育在西班牙一直是一个悬而未决的问题。然而，在加入欧盟、全球化和欧盟委员会的语言政策（欧盟委员会，1995年）之后，新的、更有效的语言教学方法逐渐建立起来。事实证明，双语教育是一种成功的教学模式，可以提高语言和内容的知识（Lasagabaster和Ruiz de Zarobe，2010年）。本文概述了20世纪中期至今西班牙外语教育的发展。将根据西班牙官方语言政策审查从语法翻译、直接和视听方法等传统模式到基于任务的语言教学以及最近的CLIL（内容和语言综合学习）等交流方法的主要方法变化。
{"title":"Foreign language education in Spain: A historical view","authors":"María Luisa García Bermejo","doi":"10.1515/eujal-2020-0021","DOIUrl":"https://doi.org/10.1515/eujal-2020-0021","url":null,"abstract":"Abstract Foreign language education (FLE) has always been a pending issue in Spain. However, after the accession to the European Union, globalisation and the European Commission language policies (European Commission 1995), new and more effective approaches to language teaching have been progressively established. Bilingual education has proved to be a successful pedagogical model to increase the knowledge of languages and content (Lasagabaster and Ruiz de Zarobe 2010). This article overviews the development of FLE in Spain from the mid-20th century to date. The main methodological changes from traditional models such as grammar-translation, direct and audio-visual methods to communicative approaches like task-based language teaching and, more recently, CLIL (Content and Language Integrated Learning), will be examined in the light of the Spanish official language policies.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article sets out to explore English as foreign language (EFL) teachers’ views of teaching migrant pupils with multilingual backgrounds in a regular classroom. Previous studies on multilingual pupils have mostly concentrated on second language learning contexts or on the role of pupils’ L1. In an increasingly multilingual world and due to growing migration, this study concentrates on EFL. The data were interviews with English teachers (n=7), who reflected on their experiences with migrant pupils in the foreign language classroom. The data were analysed through qualitative content analysis. The participants had not really pondered on the role of multilingualism in the EFL classroom and some underlying preconceptions could be detected. Teachers’ perception of the multilingual pupil was controversial in that they did not want to draw attention to the linguistic background of the pupil but, on the other hand, they had noticed that multilingual learners had greater language awareness than their mainstream peers. Although not fully aware of the potential of multilingualism and the pupils’ linguistic resources in EFL teaching, the teachers had used several ways of supporting their multilingual learners, reflecting the principles of translanguaging.
{"title":"Teachers negotiating multilingualism in the EFL classroom","authors":"Anne Pitkänen-Huhta, Katja Mäntylä","doi":"10.1515/eujal-2018-0020","DOIUrl":"https://doi.org/10.1515/eujal-2018-0020","url":null,"abstract":"Abstract This article sets out to explore English as foreign language (EFL) teachers’ views of teaching migrant pupils with multilingual backgrounds in a regular classroom. Previous studies on multilingual pupils have mostly concentrated on second language learning contexts or on the role of pupils’ L1. In an increasingly multilingual world and due to growing migration, this study concentrates on EFL. The data were interviews with English teachers (n=7), who reflected on their experiences with migrant pupils in the foreign language classroom. The data were analysed through qualitative content analysis. The participants had not really pondered on the role of multilingualism in the EFL classroom and some underlying preconceptions could be detected. Teachers’ perception of the multilingual pupil was controversial in that they did not want to draw attention to the linguistic background of the pupil but, on the other hand, they had noticed that multilingual learners had greater language awareness than their mainstream peers. Although not fully aware of the potential of multilingualism and the pupils’ linguistic resources in EFL teaching, the teachers had used several ways of supporting their multilingual learners, reflecting the principles of translanguaging.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2018-0020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42755569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social semiotic perspective on translanguaging. Similarly, studies on newcomers in this field are scarce. Newcomers, especially those to the trilingual education system in Luxembourg, face significant language challenges. The present paper explores the ways in which Portuguese-speaking Harry combined the resources of his semiotic repertoire in science and French lessons in Year 4, and discusses different combinations of resources. Findings based on field notes and video-recordings of classroom activities show that the eleven-year-old engaged in learning by activating his prior knowledge and deploying his semiotic repertoire in resourceful ways. He mobilised features of five languages, coordinated linguistic, paralinguistic and extralinguistic resources, and aligned his resources to those of his peers. Furthermore, he reproduced the semiotic combinations of peers as well as the translanguaging practices in class. We show that a newcomer orchestrates his semiotic resources in complex ways to communicate, make meaning and engage in learning processes. Further research into the deployment of the semiotic repertoire at school is needed.
{"title":"Moving beyond language(s): a case study on a newcomer’s translanguaging practices","authors":"S. Degano, Claudine Kirsch","doi":"10.1515/eujal-2020-0005","DOIUrl":"https://doi.org/10.1515/eujal-2020-0005","url":null,"abstract":"Abstract Numerous scholars have investigated translanguaging in students with a migration background by examining the deployment of their linguistic repertoire. By contrast, few studies have adopted a social semiotic perspective on translanguaging. Similarly, studies on newcomers in this field are scarce. Newcomers, especially those to the trilingual education system in Luxembourg, face significant language challenges. The present paper explores the ways in which Portuguese-speaking Harry combined the resources of his semiotic repertoire in science and French lessons in Year 4, and discusses different combinations of resources. Findings based on field notes and video-recordings of classroom activities show that the eleven-year-old engaged in learning by activating his prior knowledge and deploying his semiotic repertoire in resourceful ways. He mobilised features of five languages, coordinated linguistic, paralinguistic and extralinguistic resources, and aligned his resources to those of his peers. Furthermore, he reproduced the semiotic combinations of peers as well as the translanguaging practices in class. We show that a newcomer orchestrates his semiotic resources in complex ways to communicate, make meaning and engage in learning processes. Further research into the deployment of the semiotic repertoire at school is needed.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42958212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. de Saint-Georges, Gabriele Budach, Constanze Tress
Abstract In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context.
{"title":"“We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context","authors":"I. de Saint-Georges, Gabriele Budach, Constanze Tress","doi":"10.1515/eujal-2020-0011","DOIUrl":"https://doi.org/10.1515/eujal-2020-0011","url":null,"abstract":"Abstract In recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42253322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres.
{"title":"Young children as actors of institutional language policies and practices in day care centres","authors":"Kevin Simoes Lourêiro, S. Neumann","doi":"10.1515/eujal-2020-0008","DOIUrl":"https://doi.org/10.1515/eujal-2020-0008","url":null,"abstract":"Abstract As children’s agency in influencing institutional language practices is often not carefully reflected in early childhood education curricula, the objective of this paper is to offer meaningful insights about how institutional language policies are both reproduced and transformed by children’s everyday use of language. For this purpose, we will combine conceptual resources from social theory, sociolinguistics and childhood studies in order to analyse children’s linguistic behaviour by applying a structure-agency perspective as a relational approach. Drawing on data from ethnographic field research within institutional day care centres in Luxembourg, our findings demonstrate that the status of children as actors in institutional language practices is strongly connected to institutional policies as a structural condition. However, this does not mean that children just enact these language policies, because they are actors of both maintaining, undermining and alternating them. In this respect, especially the translanguaging of children and caregivers plays a crucial role in the Luxembourgish context as it allows to build a bridge between the official institutional language policy and the individual linguistic repertoires. Considering the goal of establishing a plurilingual environment in early childhood education which now is paramount to the educational language policy of the Luxembourgish government, this article suggests that translanguaging practices should be considered as one of the key starting points to create a plurilingual ecology in and through everyday practice in the day care centres.","PeriodicalId":43181,"journal":{"name":"European Journal of Applied Linguistics","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2020-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1515/eujal-2020-0008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45741375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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