Creating a Bilingual Pre-School Classroom: The Multilayered Discourses of a Bilingual Teacher

Autor/inn/en	Palviainen, Åsa; Mård-Miettinen, Karita
Titel	Creating a Bilingual Pre-School Classroom: The Multilayered Discourses of a Bilingual Teacher
Quelle	In: Language and Education, 29 (2015) 5, S.381-399 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2015.1009092
Schlagwörter	Bilingualism; Preschool Education; Teacher Attitudes; Teaching Methods; Foreign Countries; Teacher Role; Interviews; Preschool Teachers; Sociolinguistics; Cross Cultural Studies; Swedish; Finno Ugric Languages; Discourse Analysis; Language Usage; Language of Instruction; Second Language Learning; Second Language Instruction; Educational Policy; Ethnography; Finland + Suchen Sie Ihr Suchwort? Bilingualismus; Pre-school education; Vorschulerziehung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lehrerrolle; Interviewing; Interviewtechnik; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Soziolinguistik; Cultural comparison; Kulturvergleich; Schwedisch; Diskursanalyse; Sprachgebrauch; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Ethnografie; Finnland
Abstract	Teachers have an agentive role as they interpret, evaluate and develop language policies and practices. In the current study we interviewed a bilingual pre-school teacher in Finland during the first year of implementing a new way of working bilingually with a class of monolingual children. Applying nexus analysis, we explored the teacher discourses on the trajectory of the development of the new approach; the concepts, places and people that were circulating in her reflections; and how these connected with larger societal discourses. The analysis showed that the teacher's new bilingual language practices demanded the renegotiation of previously held personal and professional beliefs. The teacher reflections were aggregates of discourses presenting different perspectives and voices. While her bilingual practices challenged prevailing norms in society--especially those on separating languages in teaching-- she also recycled discourses which confirmed the idea of Finland as a society built on parallel monolingualism. We argue that it is important to acknowledge the perspectives of teachers, and that there are all kinds of factors which drive and affect the work of a bilingual pre-school teacher. We also call for cross-cultural studies, as teachers' work is always embedded in a sociolinguistic setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01