31 SES 08 A, Language Policies and Practices in Early Childhood Education: Expectations, Prescriptions and Negotiations in the Context of Migration and Multilingualism
Various forms of bilingual education programmes have been offered for decades to both majority and minority language speakers all over the world (e.g., García 2009). These programmes usually emphasize that two languages are used for instruction. In the literature, the students of these programmes tend to be presented as a homogenous group and as first or second-language speakers of these languages. This is also the case in Finland where the study reported in this presentation took place. Finland is a bilingual country by Constitution (1917/2000) and has an established network of immersion bilingual education programmes in the two national languages Finnish and Swedish as well as CLIL bilingual education in English (Björklund & Mård-Miettinen 2011; Nikula & al. 2016). The latest developments in Finland in this field concern bilingual pedagogy in Finnish and Swedish and language showers in various languages (Palviainen & al. 2016). The rapidly growing multilingualism in Finland results in groups in education that consists of children with diverse language backgrounds. As a result, all teachers including those who work in bilingual education, need to develop multilingual practices to take into account children’s multilingual resources and to enhance inclusion and participation (e.g., García & Li Wei 2014). The present paper reports on an ethnographically informed case study in early childhood education and examines the changing discourse on pedagogy of a teacher who moved class, having initially taught monolingual children of Finnish-speaking background and then working with children with multiple language backgrounds. The teacher was observed and interviewed in 2019-2020. The main data presented are three thematic interviews, analyzed with a discursive approach, nexus analysis (Scollon & Scollon 2004), to identify the teacher’s discourses around her multilingual practices. The research question is: What concepts, places and people circulate in the teacher’s discourses and how have they affected her teaching in a multilingual group? Hence, we connect the larger macro-level discourses with micro-level practices of the teacher. In the presentation, we will combine extracts of the teacher’s discourses and transcripts of the observed practices. The findings show that the discourse of equality between languages frequently recur in the data. In multilingual pedagogy, equality not only concerns the two main languages of instruction but also includes taking into consideration the home languages of the children in multiple ways.
Björklund, S. & K. Mård-Miettinen (2011). Integrating Multiple Languages in Immersion: Swedish Immersion in Finland. In Immersion Education: Practices, Policies, Possibilities. 13–35. Eds. D. J. Tedick, D. Christian & T. W. Fortune. Multilingual Matters, Ltd. García, O. (2009). Bilingual Education in the 21st Century. West Sussex: Wiley-Blackwell. García, O. & Li Wei (2014). Translanguaging. Language, Bilingualism and Education. Basingstoke: Palgrave. Nikula, E. Dafouz, P. Moore & U. Smit (eds) (2016) Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters, Ltd. Palviainen, Å., E. Protassova, K. Mård-Miettinen & M. Schwartz (2016) Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices. International Journal of Bilingual Education and Bilingualism 19:6, 614–630. DOI: 10.1080/13670050.2016.1184615 Scollon, R. & S.W. Scollon. (2004) Nexus Analysis: Discourse and the Emerging Internet. London: Routledge.
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
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.