Preschool children as learners in a multicultural environment
2004 (English)In: Second International Symposium on Bilingualism: Bilingualism and educationfrom the family to the school,2002, Vigo, Galicia-Spain: Servizo de Publicacións da Universidade de Vigo , 2004, 195-205 p.Conference paper (Other academic)
In many western countries, pre-school are the first place where immigrant children really get in touch with the majority language (in this case Swedish) and therefore a place where they begin to develop a bilingual or multilingual identity. This presentation will focus on immigrant children-s interaction in play and other informal events. However rather than viewing the individual children as, in the first place, second language learners, I will focus on the use and construction of socially distributed knowledge in a bilingual preschool setting. How do we understand the learning process in a bilingual environment, and how do bilingual children use their language resources in social interaction? The bilingual children in the present study are aged three to five, with Swedish as their second or third language. In-depth analyses of situated -classroom- interaction explicate participants- methods for accomplishing pedagogic activities, that is, their ways of exploiting and reflexively producing contexts for learning. The results are discussed from a discourse psychological perspective on learning, highlighting the collaborative aspects of children-s learning and social development. On this view, children are seen as competent constructers of the social and cultural order. It is finally argued that language has a central role in educational studies because analysis of language use is the analysis of the active production of social organisation.
Place, publisher, year, edition, pages
Vigo, Galicia-Spain: Servizo de Publicacións da Universidade de Vigo , 2004. 195-205 p.
Social Sciences Interdisciplinary
IdentifiersURN: urn:nbn:se:liu:diva-29808Local ID: 15220OAI: oai:DiVA.org:liu-29808DiVA: diva2:250626