Project: ProEMC2: Promoting Early Multilingualism in Childhood and Childcare
2018-01-01 – 2023-12-31
- Abstract
Renewal in Basic Facilities for Young Children (VBJK) is an R&D center certified by the federal government. VBJK focuses on the childcare sector and its professionalization through process supervision and product development. Because VBJK has a long tradition of working with stakeholders within the childcare and parenting support sectors, they are a unique partner for the consortium. VBJK has a leading role in the development and implementation of ProMemoQ.
Within the framework of the valorisation of the research results, 5 applications are being developed and implemented. One of these applications is ProMemoq, a childcare self-assessment tool. With the help of ProMemoq, childcare facilities will reflect on supporting the linguistic development of multilingual children, and how they can improve their approach in this area. This instrument will be an extension of the existing MeMoQ (Measuring and Monitoring Quality) system. The pedagogical coaches active in childcare will play an important role in promoting ProMemoq.
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Multilingual language minority parents’ perspectives on their relationships with caregivers regarding the multilingual upbringing of the child : a large-scale exploration within childcare facilities in Flanders
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- Journal Article
- A1
- open access
What prompts early childhood professionals to proffer advice to multilingual families? Investigating the association between language policy and perceived self-efficacy
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Supporting childcare professionals in approaching multilingualism : insights from a collaborative process for professional development
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- Journal Article
- A1
- open access
A quantitative analysis of the language policy processes in early childhood professionals’ advice on multilingual parenting
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- Journal Article
- A1
- open access
Order in the chaos : nurses’ perceptions of multilingual families in a society marked by a monoglossic ideology
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- Journal Article
- A1
- open access
Home language use with children, dialogue with multilingual parents and professional development in ECEC
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An empirical investigation of Spolsky’s framework applied to family language policy