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The matter of silence in early childhood bilingual education
Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
2017 (English)In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 1, 1-10 p.Article in journal (Refereed) Published
Abstract [en]

The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish–Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronosand Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years.

Place, publisher, year, edition, pages
Abington: Routledge, 2017. Vol. 1, 1-10 p.
Keyword [en]
Silence and bilingualism, Deleuze, Chronos and Aion, different dimensions of language
National Category
General Language Studies and Linguistics Specific Languages Pedagogy Pedagogical Work Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
URN: urn:nbn:se:liu:diva-139852DOI: 10.1080/00131857.2017.1361820Scopus ID: 2-s2.0-85026892648OAI: oai:DiVA.org:liu-139852DiVA: diva2:1133965
Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2017-08-24Bibliographically approved
In thesis
1. Towards a minor bilingualism: Exploring variations of language and literacy in early childhood education
Open this publication in new window or tab >>Towards a minor bilingualism: Exploring variations of language and literacy in early childhood education
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The aim of this compilation thesis is to explore variations in bilingualism with the help of everyday specific situations at a Spanish-Swedish early childhood institution in Sweden, and by means of a ‘material-semiotic theorizing’. This means that material and semiotic elements are treated equally and entwined. Through studying a bilingual preschool practice, theory and politics as three interwoven practices, the thesis produces knowledge on language and literacy as socially and materially divergent, transformative occurrences. The research process is a commitment with Deleuzio-Guattarian philosophy, theory and politics, and is defined as a becoming in and of the three practices (education, theory, politics). Ethical and methodological undertakings are described as results of the interaction of these practices. Processes of data production include a yearlong fieldwork with all year groups (1-5) at a bilingual preschool in Sweden with a Spanish-Swedish language policy. The materials of data (approx. 59 hours of video-recordings and additional field-notes of everyday activities) are extended and developed upon in interaction with theoretical concepts and political concerns in terms of an analytical process that ‘puts theory to work’. The results are phrased as three temporal suggestions: 1) Bilingualism is a plural, collectively produced, both transitory and specific phenomenon 2) Bilingualism emerges with different, simultaneous dimensions of language and literacy (language as both code and material intensities) 3) Bilingualism is shared and public but also private and inconclusive. The thesis also shows the interconnectedness and continuity between different constructions of bilingualism (i.e. separate – flexible, public - private) as well as the productivity of the unknown and of what is labelled as (il)literate expertise. The impact that these suggestions may have in working with bilingualism in early childhood education is discussed. At the same time the discussion inspires to thinking towards a minor bilingualism also in more general terms.

Abstract [sv]

Syftet i denna sammanläggningsavhandling är att utforska variationer i tvåspråkighet med hjälp av alldagligt specifika situationer vid en spansk-svensk förskola i Sverige, samt genom ett ’material-semiotiskt teoretiserande’. Det betyder att materiella och semiotiska aspekter behandlas jämbördigt, sammanlänkat och icke-hierarkiskt. Genom att studera en tvåspråkig förskolepraktik, teori och politik som sammanvävda praktiker producerar avhandlingen kunskap om språk och litteracitet som socialt och materiellt divergenta, transformativa fenomen. Forskningsprocessen är en förlovning med DeleuzioGuattariansk filosofi, teori och politik och definieras som ett tillblivande i och med de tre praktikerna (utbildning, teori, politik). Etiska och metodologiska göranden beskrivs som resultat av interaktionen mellan dessa tre praktiker. Processer av dataproduktion inkluderar ett årslångt fältarbete med alla åldersgrupper (1-5) på en tvåspråkig förskola i Sverige med en spansk-svensk språkpolicy. Datamaterialen (59 timmars videoinspelningar och fältanteckningar från vardagliga aktiviteter) förlängs och utvecklas i avhandlingen i interaktion med teoretiska begrepp och politiska angelägenheter i termer av en analytisk process som ‘sätter teori i arbete’. Resultaten formuleras som tre temporära förslag. 1) Tvåspråkighet är ett pluralt, kollektivt producerat, både flyktigt och specifikt fenomen 2) Tvåspråkighet uppträder med olika, samtidiga språkliga dimensioner (språk som både kod och materiella intensiteter) 3) Tvåspråkighet är delat och publikt men också privat och odeciderat. Avhandlingens resultat visar också på länkar och kontinuitet mellan olika konstruktioner av tvåspråkighet (till exempel separat – flexibel, publik – privat) samt produktiviteten i det okända och vad som kan benämnas (il)litterat expertis. Betydelsen som avhandlingens förslag kan ha i arbete med tvåspråkighet i utbildningspraktiker med små barn diskuteras. Samtidigt inspirerar diskussionen till att tänka i riktningar mot en mindre tvåspråkighet också i mer generella termer.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017. 125 p.
Series
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 33
Series
Linköping Studies in Education and Social Sciences, 14
Keyword
minor, bilingualism, variations, language, literacy, Deleuze and Guattari, materialsemiotic, early childhood education, (il)literacy, language politics and language policy, minor, tvåspråkighet, variationer, språk, litteracitet, Deleuze & Guattari, materialsemiotisk, förskola, (il)literacy, språkpolitik och språkpolicy
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Social Sciences Interdisciplinary Cultural Studies Pedagogy Other Social Sciences not elsewhere specified Pedagogical Work General Language Studies and Linguistics
Identifiers
urn:nbn:se:liu:diva-139853 (URN)10.3384/diss.diva-139853 (DOI)978-91-7685-478-5 (ISBN)
Public defence
2017-09-15, K1, Kåkenhus, Campus Norrköping, Norrköping, 13:15 (English)
Opponent
Supervisors
Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2017-08-18Bibliographically approved

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