'You Dutch, Not English': Exploring Language Education Policy in Pre-School through Researcher-Child-Relationality

Autor/in	Rickert, Marie
Titel	'You Dutch, Not English': Exploring Language Education Policy in Pre-School through Researcher-Child-Relationality
Quelle	In: Ethnography and Education, 18 (2023) 3, S.280-298 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rickert, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2023.2240464
Schlagwörter	Ethnography; Early Childhood Education; Educational Policy; Multilingualism; Play; Second Language Learning; Foreign Countries; Preschool Education; Personal Autonomy; Toddlers; Indo European Languages; English (Second Language); Language Usage; Researchers; Interpersonal Relationship; Language Minorities; Netherlands + Suchen Sie Ihr Suchwort? Ethnografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Spiel; Zweitsprachenerwerb; Ausland; Pre-school education; Vorschulerziehung; Individuelle Autonomie; Infant; Infants; Toddler; Kleinkind; Indoeuropäisch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Researcher; Forscher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sprachminderheit; Niederlande
Abstract	This paper explores the dynamic and situated nature of language education policy in an Early Childhood Education and Care (ECEC) centre through the lens of researcher-child relationality. Drawing on data from 4.5 months of linguistic ethnographic fieldwork in a pre-school in the Netherlands, one extended play situation that emerged between me as a researcher and a multilingual child is discussed in-depth. During our play, we interrelate with the pre-school's dominantly monolingual language education policy in multiple ways, ranging from manifesting it to challenging it, while we also constantly relate to the ECEC environment, and each other. Relationality is suggested as a fruitful pathway to understanding processual and dynamic language education policy processes, taking both child agency and researcher agency into account as it constantly emerges and intra-acts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01