31 SES 17 A, Language Policies and Practices in Early Childhood Education: Expectations, Prescriptions and Negotiations in the Context of Migration and Multilingualism
The symposium aims to shed light on language policies and practices in early childhood education in European migration societies by juxtaposing case studies from five national contexts. It highlights how language policies in early childhood education in different national and regional contexts are negotiated by relevant actors (e.g. parents, educational professionals, policy-makers, politicians, and stakeholders) and how they connect to educational practices. In addition, the symposium aims at examining the links between institutional and family language policies and practices (Schwartz 2019) and how responsibilities are negotiated between different actors. Preschools and other structures of early childhood education are the first institutional sites where children receive language education and there are competing normative attitudes towards language practices and language learning and teaching in these contexts. An examination of how societal and political expectations and prescriptions are reflected in institutional practices is therefore of central importance for a better understanding of the societal relevance of language in migration societies.
The aims are, firstly, to uncover the different national and regional language ideologies that inform language policies in early childhood education in different contexts and to relate these to one another. Secondly, we will analyse interactions between professionals, parents and children in order to reconstruct which linguistic resources are used in which contexts and with which actors, and we will examine which expectations, prescriptions, norms and attributions underlie these interactions. Thirdly, we will reconstruct how educational professionals engage with social hierarchisations of languages and with societal power relations both in their professional practices and reflections. On this basis, we will discuss how professional practices in early childhood education can contribute to overcoming discrimination and exclusion.
Theoretically, we draw on approaches that conceive multilingualism as the interplay of linguistic resources, practices and ideologies (Androutsopoulos 2018). We see languages as resources that are distributed in unequal ways in social networks and discursive spaces, and whose values are socially constructed under specific sociohistorical conditions (Heller 2007). We also consider teachers' approaches to multilingualism and multilingual practices such as translanguaging (García & Lin 2017), as relevant for students’ sense of belonging and well-being (Van Der Wildt et al. 2017). Methodologically, we focus on ethnographic approaches, since they allow for studying concrete and immediate actions and consider how these are embedded within a wider socio-political context (Heller 2006; Panagiotopoulou 2017). We also include discourse-analytical approaches for the study of language policy (Johnson 2011) and examine possible links between both approaches to uncover how macro-level language policy and micro-level educational practices interrelate. The papers of part I and part II of the symposium assemble findings from ethnographic and discourse-analytical research projects conducted in five European countries. This will allow for comparative reflections on how language policies and practices in early childhood education across these contexts.
Part I: The presentations investigate the interrelation of language policies and practices in different national and regional contexts. The first presentation focuses on non-formal early childhood education and care in multilingual Luxembourg and investigates how educators, parents and children develop literacy activities in multiple languages. The second presentation investigates the interrelations between family language policies and language policies implemented in early childhood structures in Germany, Italy and France and gives an overview of recent developments in this sector. The third presentation analyses institutional language policies of different kinds of preschools in the multilingual Italian province South Tyrol as well as public discourse around these policies, taking a discourse-analytical approach.
The discussant will reflect on the potentials of ethnographic and discourse-analytical research approaches for investigating language policies and practices in preschools in the European context. The symposium closes with a discussion with the audience.
Androutsopoulos, Jannis (2018): Gesellschaftliche Mehrsprachigkeit. In: Eva Neuland & Peter Schlobinski (Hg.): Handbuch Sprache in sozialen Gruppen. Berlin, Boston: De Gruyter, 193–217. Copland, Fiona; Creese, Angela (2015): Linguistic Ethnography: Collecting, Analysing and Presenting Data. London: SAGE. García, Ofelia; Lin, Angel M. Y. (2017): Translanguaging in Bilingual Education. In: Ofelia García, Angel M. Y. Lin & Stephen May (Hg.): Bilingual and Multilingual Education, Bd. 42. Cham: Springer International Publishing, 117–130. Heller, Monica (2007): Bilingualism as Ideology and Practice. In: Monica Heller (ed.): Bilingualism. A social approach. Basingstoke England, New York: Palgrave Macmillan, 1–22. Johnson, David Cassels (2011): Critical discourse analysis and the ethnography of language policy. In: Critical Discourse Studies 8 (4), 267–279. Panagiotopoulou, Argyro (2017): Mehrsprachigkeit und Differenzherstellung in Einrichtungen frühkindlicher Erziehung und Bildung. In: Isabell Diehm, Melanie Kuhn & Claudia Machold (Hg.): Differenz - Ungleichheit - Erziehungswissenschaft. Wiesbaden: Springer Fachmedien Wiesbaden, S. 257–274. Schwartz, Mila (2010): Family language policy: Core issues of an emerging field. In: Li Wei (ed.): Applied Linguistics Review (2010). Berlin, New York: De Gruyter Mouton, 171–191. van der Wildt, Anouk; van Avermaet, Piet; van Houtte, Mieke (2017): Multilingual school population: ensuring school belonging by tolerating multilingualism. In: International Journal of Bilingual Education and Bilingualism 20 (7), 868–882.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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