Early language learning as advocated by the European Commission aims to promote positive attitudes towards languages and cultures, tolerance, respect as well as set the foundations for later language learning. Language education policies, however, are not translated directly into pedagogical practice in a top-down process. Rather, professionals negotiate and appropriate these policies in active ways (Menken and García, 2010). Professional development (PD) can support the practitioners in the process of appropriating policies and developing new pedagogies (Egert et al., 2017).
In this presentation we give an overview of the formal (preschool) and non-formal (day-care centre) early education system in Luxembourg and outline the changes in language education policy of 2017 which called for multilingual education in both sectors. Teachers and caregivers are required to develop skills in Luxembourgish, familiarise children with French and value home languages. The Ministry of Education and researchers (Kirsch et al., 2020) organised PD to familiarise the professionals with the new policies, help them move away from the hitherto monolingual ones and embrace multilingualism.
We analyse the influence of the various PD models and show that they were effective in that practitioners deepened their understanding, reflected on practices and began to make changes. We conclude with some critical issues such as practitioners' reflexivity and responsibility, and the sustainability of professional development.
Egert, F., Fukking, R. G. & Eckhardt, A. G. (2018). Impact of in-service professional development programs for early childhood teachers on quality ratings and child outcomes: a meta-analysis. Review of Educational Research, 88(3), 401–433.
Kirsch, C., Aleksić, G., Mortini, S. & Andersen, K. (2020). Developing multilingual practices in early childhood education through a professional development in Luxembourg. International Multilingual Research Journal, 14(4), 319–337.
Menken, K. & García, O. (eds.) (2010). Negotiating Language Education Policies in Schools: Educators as Policymakers. New York, NY: Routledge.
