Creating a bilingual pre-school classroom: the multilayered discourses of a bilingual teacher

Palviainen, Åsa; Mård-Miettinen, Karita

doi:10.1080/09500782.2015.1009092

Cited by 31 publications

(20 citation statements)

References 31 publications

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“…Research to attain a deeper understanding of FLP of minorities, teachers' experiences in bilingual classrooms (e.g. Palviainen and Mård-Miettinen 2015), recognition of immigrants' home language and cultural difference for student assessment (Levin and Shohamy 2012) and projects for multilingual education, like Hélot and Young (2006) conducted in France, will increase linguistic and cultural awareness and mutual understanding for both minority communities and educational practitioners.…”

Section: Discussionmentioning

confidence: 99%

Home language policy of second-generation Turkish families in the Netherlands

Bezcioğlu-Göktolga

Yağmur

2017

Journal of Multilingual and Multicultural Development

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This study investigated the family language policy of second-generation Turkish immigrant families in the Netherlands by exploring their language ideologies, practices, and management strategies. Using an ethnographic approach, data were collected through a set of observations and interviews with 20 families. Transcriptions of interviews and memos of observations were coded to derive the major strategies employed by parents regarding home language use. The findings show that, although Turkish maintenance is a very important part of the linguistic ideologies of the families studied, there is great diversity and complexity in their language practices and management strategies. All of the families focus their language planning activities around the educational achievement of their children. Therefore, the recommendations of educational institutions are very important in their language practices. ARTICLE HISTORY

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Section: Discussionmentioning

confidence: 99%

Home language policy of second-generation Turkish families in the Netherlands

Bezcioğlu-Göktolga

Yağmur

2017

Journal of Multilingual and Multicultural Development

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“…it's pretty natural to them that I use two languages Although she herself initially found it difficult not to separate the languages (cf. discussion above), the children did not: 'children are not fools … a person can use many languages … it's … natural to them' (see also Palviainen and Mård-Miettinen 2015).…”

Section: Role-modellingmentioning

confidence: 99%

Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

Palviainen

Protassova

Mård-Miettinen

et al. 2016

International Journal of Bilingual Education and Bilingualism

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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 sociolinguistic 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.Keywords: bilingual preschool education; flexible bilingual practices; teacher agency; early childhood bilingualism; language attitudes; code-switching IntroductionThe aim of this study was to compare five teachers' reflections on their own language practices and the challenges they faced in implementing bilingual language education within three contexts of preschool education in Finland (Finnish-Swedish and RussianFinnish contexts), and Israel (an Arabic-Hebrew context). Ricento and Hornberger (1996) as well as Menken and García (2010) place teachers at the very heart of language policy-making. However, little research attention has been paid to providing bilingual teachers with any deeper understanding of their own agency and their critical role in negotiating, constructing and reconstructing classroom language practices. This is especially true for the context of preschool education and young children's essential developmental and social needs.As Heller (2007) has pointed out, language practices are inseparable from beliefs about languages and attitudes towards them in the surrounding society. For this reason we also considered it important to examine how the teachers' reflections were embedded in the specific educational and socio-political context in which they expressed them, and which possibly had an impact on their language practices. The comparative contexts chosen for this study, Finland and Israel, are both bilingual countries, where Finnish and Swedish, and Hebrew and Arabic, respectively, are official languages. However, for socio-political and historical reasons, the minority languages Swedish and Arabic are differently presented in the linguistic landscape of these countries and also differ considerably in terms ...

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“…The analysis of an interview shed light on how the new language practices demanded renegotiation in relation to previously held personal and professional beliefs. Diverse concepts, places and people circulated in her reflections and these were also connected to larger societal discourses (Palviainen & Mård-Miettinen 2015).…”

Section: Language Teacher Educationmentioning

confidence: 99%

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

Kuure¹,

Riekki²,

Tumelius³

2018

AFinLA

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Nexus analysis is becoming increasingly employed in a variety of research fields. It is seen to be particularly suited to exploring complex and changing phenomena. It entails a mediated discourse perspective to social action and interaction. In discourse studies, this involves switching the perspective from language to social semiotic meaning making in its full spectrum not only here and now but at the same time reaching across more distant spatial and temporal orientations. As the tradition of nexus analysis is still young there are no established interpretations of how to conduct research with an interest in such complexities in flux. This paper presents a review of studies in which nexus analysis or mediated discourse analysis has been applied in research related to language pedagogy and language teacher education. The review shows how research in the field is in emergence and the interpretations concerning the theoretical-methodological underpinnings vary to some extent.

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Creating a bilingual pre-school classroom: the multilayered discourses of a bilingual teacher

Cited by 31 publications

References 31 publications

Home language policy of second-generation Turkish families in the Netherlands

Home language policy of second-generation Turkish families in the Netherlands

Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

Nexus analysis in the study of the changing field of language learning, language pedagogy and language teacher education

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