Bilingual Children as Policy Agents: Language Policy and Education Policy in Minority Language Medium Early Childhood Education and Care

Autor/inn/en	Bergroth, Mari; Palviainen, Åsa
Titel	Bilingual Children as Policy Agents: Language Policy and Education Policy in Minority Language Medium Early Childhood Education and Care
Quelle	In: Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 36 (2017) 4, S.375-399 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0167-8507
DOI	10.1515/multi-2016-0026
Schlagwörter	Bilingualism; Swedish; Language of Instruction; Preschool Children; Video Technology; Foreign Countries; Official Languages; Language Dominance; Child Care; Early Childhood Education; Play; Discourse Analysis; Peer Relationship; Policy Formation; Language Usage; Educational Policy; Language Planning; Code Switching (Language); Ethnography; Finland + Suchen Sie Ihr Suchwort? Bilingualismus; Schwedisch; Teaching language; Unterrichtssprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Office language; Amtssprache; Sprachliche Dominanz; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Spiel; Diskursanalyse; Peer-Beziehungen; Politische Betätigung; Sprachgebrauch; Politics of education; Bildungspolitik; Sprachwechsel; Ethnografie; Finnland
Abstract	The current study examines bilingual children as language policy agents in the interplay between official language policy and education policy at three Swedish-medium preschools in Finland. For this purpose we monitored nine Finnish-Swedish bilingual children aged 3 to 5 years for 18 months. The preschools were located in three different parts of Finland, in milieux with varying degrees of language dominance. The children were video recorded during their normal daytime routines in early childhood education and care. Three types of communicative situations were analyzed: an educator-led small group activity, free play with friends, and an activity in which one child was playing alone. Representative dialogs were selected to illustrate the children's agency in constructing and enacting bilingual and/or monolingual language policies. Our analysis shows, firstly, that official national language policies can be enacted in different ways depending on the wider practice structures of the site; and, secondly, that each bilingual child has a unique agency and an active role in the construction of not only the monolingual policy but also a bilingual policy within the frames of early childhood education and care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01