Adult Monolingual Policy Becomes Children's Bilingual Practice: Code-Alternation among Children and Staff in an English-Medium Preschool in Sweden

Autor/inn/en	Boyd, Sally; Ottesjö, Cajsa
Titel	Adult Monolingual Policy Becomes Children's Bilingual Practice: Code-Alternation among Children and Staff in an English-Medium Preschool in Sweden
Quelle	In: International Journal of Bilingual Education and Bilingualism, 19 (2016) 6, S.631-648 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1189510
Schlagwörter	English (Second Language); Language of Instruction; Swedish; Bilingualism; Foreign Countries; Educational Policy; Preschool Children; Code Switching (Language); Peer Relationship; Profiles; Teacher Student Relationship; Language Attitudes; Discourse Analysis; Preschool Teachers; Ethnography; Observation; Semi Structured Interviews; Sweden + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Schwedisch; Bilingualismus; Ausland; Politics of education; Bildungspolitik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Charakterisierung; Profilanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Sprachverhalten; Diskursanalyse; Erzieher; Erzieherin; Kindergärtnerin; Ethnografie; Beobachtung; Schweden
Abstract	Parents, teachers and institutions often attempt to implement monolingual policies in bilingual settings, believing that they thereby facilitate children's bilingual development. Children, however, often have their own communicative agendas. In this study, we investigate how the twofold language policy of an English-medium preschool in Sweden is put into practice in everyday interaction. The results show that children (aged 3-4) develop a broader range of code alternation practices than the staff uses in their interaction with the children. The paper analyses several examples of spontaneous interaction either between staff and children, or among children playing with each other in the preschool. We show how the preschool's English language profile in practice becomes a bilingual policy, which encourages children not only to acquire English and Swedish in the preschool, but also to learn different ways to manage their bilingualism in the school context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01