Young Children as Language Policy-Makers: Studies of Interaction in Preschools in Finland and Sweden

Autor/inn/en	Boyd, Sally; Huss, Leena
Titel	Young Children as Language Policy-Makers: Studies of Interaction in Preschools in Finland and Sweden
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 36 (2017) 4, S.359-373 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2016-0023
Schlagwörter	Preschool Children; Preschool Education; Bilingual Education; Language of Instruction; Swedish; Finno Ugric Languages; Language Planning; Educational Policy; Multilingualism; Comparative Education; Foreign Countries; Peer Relationship; Teacher Student Relationship; Sweden; Finland + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Schwedisch; Sprachwechsel; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Vergleichende Erziehungswissenschaft; Ausland; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schweden; Finnland
Abstract	This special issue has as its focus the agency of young children in relation to language policy and practice in bi- and multilingual preschools in Finland and Sweden. Studies of language policy in practice in early childhood education and care (ECEC) in these two countries can be particularly relevant even to those in other contexts, because they have been held up as models of progressive policies in terms of early childhood education and multilingual language policy. This article introduces this special issue by comparing and contrasting preschool and language policy in the two countries, describing the common theoretical background of the special issue, introducing the settings of the studies presented in the issue, and highlighting the models of bilingual education in both countries. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01