03934nam a22004815i 4500001001800000003000900018005001700027007001500044008004100059020001800100024003500118050001600153072001700169072002300186072001500209100008500224245018100309250001800490264006900508300006700577336002600644337002600670338003600696347002400732505048100756520171001237650003102947650004802978650002503026650002003051650002703071650003103098650002403129650003703153650002003190650002803210710003403238773002603272776003603298776003603334776003603370856004603406978-3-031-68221-6DE-He21320251030113040.0cr nn 008mamaa240913s2024    sz |    s    |||| 0|eng d  a97830316822167 a10.1007/978-3-031-68221-62doi 4aLB1139.2-.5 7aJNLA2bicssc 7aEDU0230002bisacsh 7aJNG2thema1 aSimoes Loureiro, Kevin.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut10aPlurilingual Education Policy in Early Childhood Education and Careh[electronic resource] :bAiming Towards More Equal Opportunities in Luxembourg /cby Kevin Simoes Loureiro.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Springer,c2024.  aXVIII, 309 p. 25 illus., 21 illus. in color.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 aChapter I: Introduction -- Chapter II: Conceptualization and contextualization of a socio-political debate in early childhood education and care: Multilingualism as both a resource and a challenge -- Chapter III: Theoretical concepts: organizational and inequality perspective in education -- Chapter IV: State of Research -- Chapter V: Empirical mixed method study for the analysis of the plurilingual education policy implementation -- Chapter VI: Conclusion and discussion.  aThis book explores the implementation of educational policies aimed at addressing educational inequalities and specifically focuses on Luxembourg’s pioneering plurilingual education policy in non-formal early childhood education and care. It emphasizes the significance of developing plurilingual policies that accommodate diverse linguistic and organizational contexts, ensuring more effective implementation and equitable educational opportunities for all children. Through an in-depth analysis, this book provides insights into various aspects of policy implementation. It delves into the drivers and goals of the plurilingual policy, the measures taken to implement it, the challenges encountered, and the success factors identified at the policy level. Additionally, it examines the attitudes, intentions and obstacles faced by those involved at the practice level. Drawing on a range of theoretical frameworks and empirical studies, the book presents multiple perspectives on the subject. By employing a mixed-methods design, including policy document analysis of the plurilingual education program, expert interviews with policy-level stakeholders and a cross-sectional survey of early childhood practitioners in the non-formal education sector, this work offers a multifaceted approach. The book not only enhances the understanding of policy implementation processes, but also sheds light on the practical implications and potential for reducing educational inequalities in multilingual educational settings. The findings and discussions in this book are, thus, pertinent not only to Luxembourg, but also offer policy- and practice-related implications for similar educational contexts globally. 0aEarly childhood education. 0aLanguage and languagesxStudy and teaching. 0aEducation and state. 0aSocial justice. 0aEducational sociology.14aEarly Childhood Education.24aLanguage Education.24aEducational Policy and Politics.24aSocial Justice.24aSociology of Education.2 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303168220908iPrinted edition:z978303168222308iPrinted edition:z978303168223040uhttps://doi.org/10.1007/978-3-031-68221-6