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Picking up the threads. Languaging in a Swedish mainstream preschool
Linköping University, Department of Social and Welfare Studies. (Pedagogiskt arbete)
2017 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 37, no 3, p. 313-325Article in journal (Refereed) Published
Abstract [en]

This paper examines the strategies monolingual teachers use to scaffold meaning and encourage and enhance verbal communication with emergent bilingual children in a Swedish mainstream preschool. The study is based on ethnographic fieldwork in a preschool group in which seven of twelve children spoke Swedish as their second, additional language. The basic assumption in this paper is that knowledge is scaffolded in talk between teachers and children. Several scaffolding strategies are identified such as guessing, qualified guessing, interactive scaffolding and co-construction of meaning. The analysis shows that successful languaging assumes a high level of trust between the children and their teachers and that it is essential that the teachers can identify each child’s zone of proximal development. Some educational implications and dilemmas are identified on the basis of the results.

Place, publisher, year, edition, pages
2017. Vol. 37, no 3, p. 313-325
Keywords [en]
Languaging, preschool, ZDP, scaffolding, multilingual
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-154489DOI: 10.1080/09575146.2016.1178712OAI: oai:DiVA.org:liu-154489DiVA, id: diva2:1288970
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-02-15

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CiteExportLink to record
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Citation style
  • apa
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