Perspectives on Bi- and Multilingual Children's Participation in Kindergartens in Iceland

Autor/in	Ragnarsdóttir, Hanna
Titel	Perspectives on Bi- and Multilingual Children's Participation in Kindergartens in Iceland
Quelle	In: AILA Review, 32 (2019) 1, S.138-159 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Multilingualism; Kindergarten; Preschool Teachers; Teacher Attitudes; Foreign Countries; Cultural Pluralism; Principals; Inclusion; Student Participation; Immigrants; Social Justice; Equal Education; Case Studies; Educational Practices; Indo European Languages; Heritage Education; Second Language Learning; Language Usage; Native Language; Administrator Attitudes; Parent Attitudes; Parent School Relationship; Classroom Environment; Iceland + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Ausland; Kulturpluralismus; Principal; Schulleiter; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Immigrant; Immigrantin; Immigranten; Soziale Gerechtigkeit; Case study; Fallstudie; Case Study; Bildungspraxis; Indoeuropäisch; Zweitsprachenerwerb; Sprachgebrauch; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Klassenklima; Unterrichtsklima; Island
Abstract	Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavíkurborg, Skóla- og frístundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children's participation. The paper builds on data from the Nordic research project "Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries" (2013-2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdóttir, 2015; Ragnarsdóttir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01