scholarly journals Multilingual education in early years in Luxembourg: a paradigm shift?

Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić
2018 ◽  
Vol 10 (4) ◽  
pp. 148 ◽  
Author(s):  
Claudine Kirsch ◽  
Gabrijela Aleksić

While multilingual programmes have been implemented in early childhood education in several countries, professionals have shown to be unsure of how to deal with language diversity and promote home languages. Therefore, there is a need for professional development. The present article discusses the outcomes of a professional course on multilingual education in early childhood delivered to 46 early-years practitioners in Luxembourg. Using a questionnaire administered prior to and after the course as well as interviews, we examined the influence of the training on attitudes to multilingual education and activities to develop Luxembourgish and home languages. The analysis drew on content analysis, paired samples t-test and correlational analysis. The findings show that the course positively influenced the professionals’ knowledge about multilingualism and language learning, their attitudes towards home languages, their interest in organising activities in the children’s home languages and the implementation of these activities. The results shed light on special interest areas such as the quality of input that future professional development courses could focus on.


2022 ◽  
pp. 205-224
Author(s):  
Karen K. Lange ◽  
Alissa Blair ◽  
Peggy J. Schaefer Whitby

Children who are deaf or hard of hearing may experience language deprivation in the early years that impacts long-term communication and educational outcomes. Fortunately, family engagement in the early childhood years has been shown to increase outcomes for young learners, and the standards for early childhood family engagement align with best practices for teaching children who are deaf or hard of hearing from multilingual families. Best practices for early childhood education, deaf or hard of hearing education, and multilingual education all place the family at the forefront with a strong belief that family is the first and best teacher for their child. The purpose of the chapter is to present the alignment of family centered practices across early childhood, deaf or hard of hearing, and multilingual education literature and present family centered collaboration strategies to increase early childhood language access for young multilingual children who are deaf or hard of hearing.


Slavic Review ◽  
2003 ◽  
Vol 62 (2) ◽  
pp. 343-358
Author(s):  
Peter Steiner

Gustav G. Shpet (1879-1937) is one of those formidable Russian thinkers who, in the early years of the last century, orchestrated a revolutionary paradigm shift across a broad swath of the humanities and social sciences that is still reverberating today. But we lack a comprehensive view of the manifold heterogeneity of Shpet's intellectual endeavors. This article focuses on one prominent lacuna in our knowledge of Shpet: the theory of history that he advanced in the 1910s. In many respects Shpet's theory anticipated the "linguistic turn" that occurred in western historiography during the last quarter of the twentieth century and that is most often identified with Hayden White's name. But while White analyzes the historian's discourse in terms of tropology and narratology, for Shpet predication is the key logical mechanism that generates production of texts about the past. The divergence of these two approaches can be explained through the hidden Kantian underpinnings of White's thought that contrasts sharply with the explicit Hegelianism of Shpet's theorizing.


2021 ◽  
Vol 83 (2) ◽  
pp. 103-132
Author(s):  
Ivan Ivić ◽  
◽  
Ružica Vuk ◽  

The teaching methodology of geography is a relatively young scientific discipline within the scientific field of geography, that has only been experiencing its full scientific affirmation in the last few decades. In the early years, scholarly production focused on works that primarily dealt with geography education, but further development of the discipline showed a tendency to single out educational geography as a distinct scholarly entity and branch within the field. Given the aforementioned, there is a need to recapitulate scientific production and the most important findings of this geographical scientific discipline from the last fifty years. A review of scientific and scientific-expert papers on the teaching methodology of geography and educational geography indicates a thematic and methodological paradigm shift toward covering topics and objects of research significantly wider than those covered in the classroom and during geography lessons. The noticeable changes in the prevailing scientific interest in the curriculum and organization of teaching according to human resources research, the organization of education in certain areas and student achievement indicate a continuous and stable development.


2014 ◽  
Vol 38 (01) ◽  
pp. 102-129
Author(s):  
ALBERTO MARTÍN ÁLVAREZ ◽  
EUDALD CORTINA ORERO

AbstractUsing interviews with former militants and previously unpublished documents, this article traces the genesis and internal dynamics of the Ejército Revolucionario del Pueblo (People's Revolutionary Army, ERP) in El Salvador during the early years of its existence (1970–6). This period was marked by the inability of the ERP to maintain internal coherence or any consensus on revolutionary strategy, which led to a series of splits and internal fights over control of the organisation. The evidence marshalled in this case study sheds new light on the origins of the armed Salvadorean Left and thus contributes to a wider understanding of the processes of formation and internal dynamics of armed left-wing groups that emerged from the 1960s onwards in Latin America.


Author(s):  
J. E. Johnson

In the early years of biological electron microscopy, scientists had their hands full attempting to describe the cellular microcosm that was suddenly before them on the fluorescent screen. Mitochondria, Golgi, endoplasmic reticulum, and other myriad organelles were being examined, micrographed, and documented in the literature. A major problem of that early period was the development of methods to cut sections thin enough to study under the electron beam. A microtome designed in 1943 moved the specimen toward a rotary “Cyclone” knife revolving at 12,500 RPM, or 1000 times as fast as an ordinary microtome. It was claimed that no embedding medium was necessary or that soft embedding media could be used. Collecting the sections thus cut sounded a little precarious: “The 0.1 micron sections cut with the high speed knife fly out at a tangent and are dispersed in the air. They may be collected... on... screens held near the knife“.


2001 ◽  
Vol 27 (4) ◽  
pp. 380-380
Author(s):  
S Wolfendale
Keyword(s):  

1992 ◽  
Vol 46 (3) ◽  
pp. 556-557
Author(s):  
M.E.J. Wadsworth
Keyword(s):  

Sign in / Sign up

Export Citation Format

Share Document