'Can You Teach Me a Little Urdu?' Educators Navigating Linguistic Diversity in Pedagogic Practice in Swedish Preschools

Autor/inn/en	Lundberg, Osa; Lundqvist, Ulla; Åkerblom, Annika; Risenfors, Signild
Titel	'Can You Teach Me a Little Urdu?' Educators Navigating Linguistic Diversity in Pedagogic Practice in Swedish Preschools
Quelle	In: Global Studies of Childhood, 13 (2023) 3, S.245-260 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lundberg, Osa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/20436106231176964
Schlagwörter	Multilingualism; Second Language Learning; Second Language Instruction; Preschool Education; Foreign Countries; Swedish; Preschool Teachers; Teacher Student Relationship; Ethnography; Educational Theories; Classification; Language Usage; Native Language; Code Switching (Language); Educational Benefits; Social Differences; Language Planning; Self Concept; Personal Autonomy; Language Proficiency; Sweden + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Pre-school education; Vorschulerziehung; Ausland; Schwedisch; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Educational theory; Theory of education; Bildungstheorie; Classification system; Klassifikation; Klassifikationssystem; Sprachgebrauch; Bildungsertrag; Sozialer Unterschied; Sprachwechsel; Selbstkonzept; Individuelle Autonomie; Language skill; Language skills; Sprachkompetenz; Schweden
Abstract	According to the national framing of the Swedish preschool system, educators are expected to act as mediators of the dominant language while simultaneously promoting multilingualism. Previous research shows that educators display an insecurity as well as a lack of knowledge of how to implement this dual undertaking. This article examines educators' dual undertaking of linguistic diversity (changeability), on the one hand, and a national standard (stability) on the other, based on ethnographic data from three preschools with socioeconomic differences. The data are analysed employing concepts from pedagogic theory and linguistic diversity. Bernstein's competence model with weak classification and framing accommodates translanguaging, giving room for the children's own linguistic initiatives. Translanguaging is understood from a local as well as a global perspective; the local is based on global norms and global norms relate to local practices. The results show that educators support children as linguistic and multilingual beings. Unlike previous studies showing that middle-class children benefit from the competence model, this study shows how children with different socio-economic backgrounds benefit from the competence model. The diversity of language practice in Swedish pre-schools has the potential to create opportunities for new forms of agency and identity for children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01