Language as Context: A Case of Early Literacy Practices in New Zealand and Sweden

Autor/inn/en	Bateman, Amanda; Cekaite, Asta
Titel	Language as Context: A Case of Early Literacy Practices in New Zealand and Sweden
Quelle	In: International Journal of Early Years Education, 30 (2022) 1, S.55-70 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cekaite, Asta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2022.2029365
Schlagwörter	Cross Cultural Studies; Literacy Education; Teacher Student Relationship; Preschool Curriculum; Discourse Analysis; Cultural Background; Cultural Awareness; Knowledge Level; Prior Learning; Student Needs; Language Role; Foreign Countries; Bilingualism; Biculturalism; Sociocultural Patterns; Sustainable Development; Educational Philosophy; Language Acquisition; Second Language Learning; Sweden; New Zealand + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Teacher student relationships; Lehrer-Schüler-Beziehung; Diskursanalyse; Cultural identity; Kulturelle Identität; Wissensbasis; Vorkenntnisse; Ausland; Bilingualismus; Bikulturalität; Soziokulturelle Theorie; Nachhaltige Entwicklung; Bildungsphilosophie; Erziehungsphilosophie; Sprachaneignung; Spracherwerb; Zweitsprachenerwerb; Schweden; Neuseeland
Abstract	Globally, there has been increasing adaptation of curricula frameworks in early childhood education, providing overarching principles of practice rather than subject specific templates for teaching and learning. While such a movement is to be commended as supporting a socio-cultural approach in meeting each child's unique social and cultural needs, the implementation of frameworks is not straightforward (Bateman 2022). By applying an ethnomethodological approach to child--teacher interactions, this article explores how early childhood curricula frameworks in Sweden and New Zealand are implemented in everyday talk-in-interaction between children and teachers. We use an ethnomethodological (EM) approach (Garfinkel 2002) and conversation analysis (CA) (Sacks, Schegloff, and Jefferson 1974) approach (EMCA) to situate language as context. This approach offers a move away from the broader perspective of context being a static environmental space, to context as co-constructed by the participants through their immediate interactions (Goodwin and Duranti 1992). Contextual resources involve the concrete social situations, background cultural knowledge, language, activity and situation types, participants' knowledge about topics talked about and about each other and their interactional biographies (Linell 2009, 17). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01