Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

Kirsch, Claudine; Izuel, Maria Asuncion Bes

doi:10.1080/09571736.2016.1258721

Cited by 11 publications

(5 citation statements)

References 28 publications

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“…The primary teacher valued the development of language awareness and conscious reflection on language that came from the children giving each other feedback on their oral productions. He viewed iTEO as a flexible 'language learning tool' (Kirsch & Bes, 2017;Kirsch & Gretsch, 2015, p. 45).…”

Section: Discussionmentioning

confidence: 99%

“…In Luxembourg, Gretsch and Kirsch researched the use of iTEO after the completion of the piloting phase of the app in 2012. Kirsch and Bes (2017) found that the 6-7-year-olds collaboratively constructed oral texts on iTEO and provided each other with feedback that led to the learning of new words and sentence structures. While the above-mentioned studies on storytelling apps indicate that children collaborated, they did not shed light on the learners' use of language(s) while producing stories.…”

Section: Fostering Collaboration and Developing Speaking Skills Throumentioning

confidence: 99%

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Young children capitalising on their entire language repertoire for language learning at school

Kirsch

2017

Language, Culture and Curriculum

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While translanguaging has been well researched in bilingual settings with older pupils and has been found to contribute to cognitive and personal development, there is little research on translanguaging of young multilinguals. In trilingual Luxembourg, at school, children learn Luxembourgish aged 4, German aged 6 and French aged 7, with the majority not speaking Luxembourgish on school entry. The number of languages to be learned may leave teachers little space to capitalise on home languages and encourage translanguaging. Drawing on qualitative methods, this paper contextualises and examines the practice and purposes of translanguaging of nursery and primary school children who speak a language other than Luxembourgish at home, while they collaboratively produce oral texts on the iPad app iTEO. The data stem from a longitudinal study using a multi-method approach. The findings indicate that the children made use of their multilingual repertoire in order to communicate, construct knowledge and mark their multilingual identity. Translanguaging was a frequent and legitimate practice in both classes although the older children drew less on home languages other than Luxembourgish. The children's ability to translanguage and their opportunities for doing so were influenced by the multilingual learning environment, the curriculum and the language learning tasks.

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Section: Discussionmentioning

confidence: 99%

Section: Fostering Collaboration and Developing Speaking Skills Throumentioning

confidence: 99%

Young children capitalising on their entire language repertoire for language learning at school

Kirsch

2017

Language, Culture and Curriculum

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“…Mobile technologies have the potential to motivate learners, increase their engagement, widen opportunities for meaningful interactions, and connect formal and informal learning environments ( Karsenti & Fievez, 2013 ; Kukulska-Hulme, 2013 ; Martin-Beltrán et al., 2017 ). However, studies have also indicated that teachers are unsure of how to use these tools effectively to promote dialogue ( Mercer et al., 2019 ) and support learning ( Karsenti & Fievez, 2013 ; Kirsch & Bes, 2017 ). Teachers appear to use new technologies based on teacher-led pedagogies.…”

Section: Literature Reviewmentioning

confidence: 99%

Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries

Kirsch¹,

Abreu²,

Neumann³

et al. 2021

International Journal of Educational Research Open

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The paper explores children's perspectives of distance education, their learning experiences and school satisfaction in Luxembourg, Germany and Switzerland during the first wave of the COVID-19 pandemic. The data stem from an online questionnaire completed by 1773 primary and secondary school children aged 6–16. While the paper uses quantitative and qualitative data, it aligns with the qualitative research tradition and predominantly uses an inductive approach. The findings show that teachers offered varied types of distance education and that parents supported children. The children's contact time with teachers and their time spent on schoolwork varied within and between countries. Their school satisfaction dropped in the three countries. The paper calls for training and development on distant education.

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“…Schreiber, 2015: 83 f.), the amount of multilingual CALL studies with a school focus published in these four journals is very limited. This is not to say, of course, that such studies do not exist, just that they are not published in these four journals (cf., e.g., Alvarez, 2018;Brunsmeier & Kolb, 2018;Cutrim Schmid, 2018;Dausend, 2018;Elsner & Buendgens-Kosten, 2018;Kirsch & Bes Izuel, 2019;Lohe, 2018).…”

Section: Resultsmentioning

confidence: 99%

The monolingual problem of computer-assisted language learning

Buendgens-Kosten¹

2020

ReCALL

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This paper sets out to discuss the monolingual problem within computer-assisted language learning (CALL) research and CALL product development, namely a lack of knowledge about how CALL products and projects can support learners in using all their linguistic resources to achieve language-learning- and language-using-related goals, and a lack of CALL products and projects that realize this potential, or that support specific plurilingual skill development. It uses an analysis of CALL-related papers to demonstrate how far CALL is impacted by a monolingual bias that it inherited from language learning pedagogy. An analysis of articles from four CALL journals across 10 years shows that although the words bilingual and multilingual appear in these journals fairly regularly, terms such as plurilingual, third language, tertiary language, L3, translanguaging, and translingual are extremely rare. Also, only eight articles could be identified that use any of these eight keywords in their title. Trends across those papers are identified. In a discussion of existing CALL products and projects that incorporate more than one language, it is argued that while commercial products often include more than one language, this is frequently in a behaviorist or grammar-translation tradition, while innovative plurilingual products and projects tend to be non-commercial and often EU/EC-funded initiatives. The article argues that CALL research and product development can not only avoid this monolingual bias, but also actively contribute to our knowledge of how all linguistic resources can be used for language learning. It makes suggestions for relevant future research areas related to multilingual computer-assisted language learning (MCALL).

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Emergent multilinguals learning languages with the iPad app iTEO: a study in primary schools in Luxembourg

Cited by 11 publications

References 28 publications

Young children capitalising on their entire language repertoire for language learning at school

Young children capitalising on their entire language repertoire for language learning at school

Practices and experiences of distant education during the COVID-19 pandemic: The perspectives of six- to sixteen-year-olds from three high-income countries

The monolingual problem of computer-assisted language learning

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