Two Languages in the Air: A Cross-Cultural Comparison of Preschool Teachers' Reflections on Their Flexible Bilingual Practices

Autor/inn/en	Palviainen, Åsa; Protassova, Ekaterina; Mård-Miettinen, Karita; Schwartz, Mila
Titel	Two Languages in the Air: A Cross-Cultural Comparison of Preschool Teachers' Reflections on Their Flexible Bilingual Practices
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 6, S.614-630 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1184615
Schlagwörter	Preschool Teachers; Bilingualism; Teaching Methods; Classroom Techniques; Russian; Finno Ugric Languages; Swedish; Semitic Languages; Code Switching (Language); Role Models; Bilingual Education; Teacher Attitudes; Sociolinguistics; Language Usage; Foreign Countries; Language Attitudes; Cross Cultural Studies; Language of Instruction; Semi Structured Interviews; Observation; Finland; Israel + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Russisch; Schwedisch; Arabisch; Hebräisch; Identifikationsfigur; Bilingual teaching; Bilingualer Unterricht; Lehrerverhalten; Soziolinguistik; Sprachgebrauch; Ausland; Sprachverhalten; Cultural comparison; Kulturvergleich; Teaching language; Unterrichtssprache; Beobachtung; Finnland
Abstract	Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers' agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish-Swedish and Russian-Finnish contexts) and Israel (an Arabic-Hebrew context) and interviewed the teachers about their use of languages in the classroom. We found that in each context the teachers reported modifications to an initial bilingual education model over time: from a strict separation of languages, to flexible bilingual practices. A thematic analysis of the contents of the teacher reflections as they emerged through interviews revealed five shared categories: (a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adjustments for individual children; and (e) role-modelling. Despite the different settings and socio-linguistic conditions, the similarities in teachers' practices and the rationale they gave for applying flexible bilingual practices were significant. The shared practices across contexts may have important implications for bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01