liu.seSearch for publications in DiVA
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Swedish-English preschool as a site for the collaborative discovery of bilingual meanings
Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.ORCID-id: 0000-0002-6497-8986
2024 (engelsk)Inngår i: Journal of Early Childhood Education Research, E-ISSN 2323-7414, Vol. 13, nr 1, s. 92-121Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper examines spontaneous conversations about word meaning in a bilingual preschool in Sweden. This qualitative empirical study is grounded in an ethnomethodological theoretical framework and contributes to research on multilingualism by using a sociocultural lens to examine mundane linguistic experiences of very young children who learn to speak in more than one language. The data comprise video-recordings of naturally occurring interactions among teachers and children in a Swedish-English preschool with a one teacher-one language policy. The data were collected during ethnographic fieldwork in an urban area in Sweden. Approached with multimodal interactional analysis, the data draw attention to teachers’ everyday didactics, including their professional strategies for initiating spontaneous vocabulary work and orchestrating multiparty engagement in the collaborative discovery of meaning, and children’s participation. The analysis discusses strategies for providing word definitions and demonstrates mundane institutional contexts outside of the classroom setting where such interactions were possible. Both teachers and children engaged in vocabulary exploration by using words in a situated, locally meaningful way. The study highlights that the teachers followed the preschool’s language policy and embodied monolingual identities, while orienting to children as multilingual learners and supporting their language development.

sted, utgiver, år, opplag, sider
Early Childhood Education Association Finland , 2024. Vol. 13, nr 1, s. 92-121
Emneord [en]
bilingualism, early childhood education, interaction
HSV kategori
Identifikatorer
URN: urn:nbn:se:liu:diva-200873DOI: 10.58955/jecer.129823OAI: oai:DiVA.org:liu-200873DiVA, id: diva2:1837357
Tilgjengelig fra: 2024-02-13 Laget: 2024-02-13 Sist oppdatert: 2024-03-15bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Andre lenker

Forlagets fulltekst

Person

Anatoli, Olga

Søk i DiVA

Av forfatter/redaktør
Anatoli, Olga
Av organisasjonen
I samme tidsskrift
Journal of Early Childhood Education Research

Søk utenfor DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric

doi
urn-nbn
Totalt: 56 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf