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Early Childhood Care: Working Conditions, Training and Quality of Services - A Systematic Review
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Supporting parent engagement in linguistically diverse families to promote young children's learning: Implications for early care and education policy
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Deaf Children of Hearing Mothers: Co-embodied Perspectives on Identity and Learning in a Preschool Classroom
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In: Johnson, Jennifer T.(2015). Deaf Children of Hearing Mothers: Co-embodied Perspectives on Identity and Learning in a Preschool Classroom. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/6gr4g6dm (2015)
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Deaf Children of Hearing Mothers: Co-embodied Perspectives on Identity and Learning in a Preschool Classroom
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Early Childhood Educators’ Attitudes towards Use of Educational Media in Young Children’s Learning in Australia
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Examining Teacher Talk During Transition Episodes in a Preschool Classroom
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Ryan, Eve. - : eScholarship, University of California, 2015
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In: Ryan, Eve. (2015). Examining Teacher Talk During Transition Episodes in a Preschool Classroom. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/6q39q7n7 (2015)
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Three Essays on the Economics of Education and Early Childhood
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In: Haimovich Paz, Francisco. (2015). Three Essays on the Economics of Education and Early Childhood. UCLA: Economics 0246. Retrieved from: http://www.escholarship.org/uc/item/4vd7d3x9 (2015)
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Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool
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In: Miller, Catherine Anne. (2015). Scaffolding Emergent Academic Language with ELL Children: Multi-Touch Tables in Preschool. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/5wm6555h (2015)
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Supporting Asian immigrant English language learners : teachers’ beliefs and practices. ...
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Che Mustafa, Mazlina. - : University of Canterbury. School of Educational Studies and Leadership, 2015
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The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?
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In: http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920 (2015)
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Mehrsprachigkeit und Spracherwerb unter Migrationsbedingungen im Spiegel des Deutschen Bildungsservers
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In: Frühe Bildung 4 (2015) 3, S. 170-172 (2015)
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Early childhood educators' perceived and actual metalinguistic knowledge, beliefs and enacted practice about teaching early reading
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In: Research outputs 2014 to 2021 (2015)
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Korean American parents: Perceptions of school-readiness and preparing children for kindergarten
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A Bakhtinian Dialogic Interactive Approach: Read-alouds with Spanish-speaking Kindergarteners
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The relationship of preschool variables to kindergarten readiness
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Math and spatial talk by Spanish speaking family child care providers and assistants
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Supporting parent engagement in linguistically diverse families to promote young children's learning: Implications for early care and education policy ...
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Cultural and Linguistic Challenges in Early Childhood Education and Care
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In: Global Education Review; Vol. 2 No. 1 (2015): Cultural and Linguistic Challenges in Early Childhood Education and Care ; 2325-663X (2015)
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Lost in Translanguaging? Practices of Language Promotion in Luxembourgish Early Childhood Education
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In: Global Education Review; Vol. 2 No. 1 (2015): Cultural and Linguistic Challenges in Early Childhood Education and Care ; 2325-663X (2015)
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Abstract:
Luxembourg maintains by far the largest proportion of foreign immigrants in Europe. This is also reflected in the population of children. About 50% of children under the age of four are foreign nationals. Accordingly, the question of how to deal with linguistic diversity represents one of the biggest challenges in the professional debate about early childhood education in Luxembourg. The article will refer to this issue on the basis of several insights stemming from an ethnographic study in Luxembourgish daycare centers which was conducted between 2009 and 2012 by the working group Early Childhood: Education and Care at the University of Luxembourg. The study explored practices professionals apply to come up with the superdiverse and translingual environment in order to meet the political expectation of promoting foreign childrenΓÇÖs competences before they enter school. Based on the empirical investigations of everyday language use in center-based early childhood education, the article will not only characterize two different modes of language promotion (institutional monolingualization in one language and institutional monolingualization in several languages) but also highlight the ambiguities of those language promotion practices which, although facing a translingual environment, are still based on a multilingual standard.
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Keyword:
diversity; early childhood education; Education; Educational Policy; ethnography; inequality; language promotion; monolingualism; multilingualism; translingual
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URL: https://ger.mercy.edu/index.php/ger/article/view/74
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Using a Policy of "Gross National Happiness" to Guide the Development of Sustainable Early Learning Programs in the Kingdom of Bhutan: Aspirations and Challenges
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In: Global Education Review; Vol. 2 No. 1 (2015): Cultural and Linguistic Challenges in Early Childhood Education and Care ; 2325-663X (2015)
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