Dynamics in Interaction in Bilingual Team Teaching: Examples from a Finnish Preschool Classroom

Abstract

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Opening minds to translanguaging pedagogies

“…Weber (2014) warned against accepting flexible bilingual practices without any responsible reflection, holding that it is crucial to 'set up an ethical and responsible theory of flexible multilingual education' (p. 7). In a similar vein, García (2009), and Mård-Miettinen, Palviainen, & Palojärvi (2018), called for 'responsible code-switching'…”

6 Supporting Multilingual Learning in Educational Contexts: Lessons from Poland, Finland and California

“…If the teacher does not know where to start, language teachers can be consulted. Subject teachers and language teachers working together in professional teams or even opting for co-teaching (Mård-Miettinen et al, 2018) can be highly effi cient in noticing and highlighting opportunities to support multilingual learning. However, support from language teachers should not be understood as the language teacher stepping in to teach the language or subject-specifi c vocabulary while the subject teacher proceeds to teach the content.…”

Early Language Education in Luxembourg

“…From February 2017, thus, 9 months into the PD, the three practitioners begun to use translanguaging more strategically. They spoke some French, Spanish, and Portuguese to French-speaking, Spanish-speaking, and Portuguese-speaking children when they judged that this switch promoted learning (Mård-Miettinen et al 2018;Mifsud and Vella 2018;Palviainen et al 2016). Translanguaging enabled the teachers to increase the quantity of input and improve the quality of the adult-child interactions.…”

“…A major discussion point in the MuLiPEC project became the flexible language use. In all settings, the teachers and caregivers translanguaged and translated to gain and sustain attention, facilitate communication, ensure comprehension, or make children feel secure (Mård-Miettinen et al 2018;Mifsud and Vella 2018). Yet, the practitioners in the formal settings monitored their language use more carefully than those in the non-formal sector, and their translanguaging resembled the "responsible code-switching" described by García (2009) and Palviainen et al (2016).…”