Action Research to Transform Early Language Practice: Exploring Representations of Plurilingualism in a Private Nursery

Autor/inn/en	Rojas-Bustos, Kyara; Panniello, Daniela
Titel	Action Research to Transform Early Language Practice: Exploring Representations of Plurilingualism in a Private Nursery
Quelle	In: International Journal of Educational Methodology, 8 (2022) 1, S.129-138 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rojas-Bustos, Kyara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Action Research; Preschool Children; Discourse Analysis; Foreign Countries; English for Academic Purposes; Monolingualism; Preschool Teachers; Teacher Attitudes; Educational Change; Barriers; Second Language Learning; Multilingualism; Teaching Methods; Parent Attitudes; Advantaged; United Kingdom (London) + Suchen Sie Ihr Suchwort? Projektforschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Diskursanalyse; Ausland; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Bildungsreform; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Elternverhalten
Abstract	Through an exploration of language practices in an early years setting, this paper aims to examine discourses about transforming monolingual practice generated during an internally driven action research. Based on a small private nursery in an affluent part of London, this action research was conducted with the intention of reviewing internal practices that support young children who speak English as an additional language (EAL). Parents and practitioners took part in an initial questionnaire (n=21). This was followed by semi-structured interviews (n=3) and a focus group (n=5) with practitioners. The data was analysed considering some of the theoretical points proposed by Bourdieu and the discourse analysis tools suggested by van Leeuwen. Despite the recognition of potential barriers, encouraging positive dispositions towards language diversity were identified. The most significant feature of our examination was the value of local knowledge and the diverse language repertoires encountered in the setting. Our analysis evidence that action research can empower practitioners to challenge monolingual mindsets and to move towards an exploration of alternative (plurilingual) ideas, despite the monolingual ethos imposed by the curriculum and other external regulatory forces. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01