Language, Bilingualism and Education

Garcı́a, Ofelia; Wei, Li

doi:10.1057/9781137385765_4

Cited by 1,272 publications

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“…These similarities are remarkable, particularly considering the fact that the flexible bilingual practices were developed over time through experience, and were not taught in any teachers' programme. The practices that developed over time were convergent with other flexible bilingual approaches in the teaching of school-age bilingual children, in which strict language separation practices have been reconsidered (Creese and Blackledge 2010;Cummins 2005;García and Wei 2014).…”

Section: Resultsmentioning

confidence: 91%

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Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

Palviainen

Protassova

Mård-Miettinen

et al. 2016

International Journal of Bilingual Education and Bilingualism

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Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers' agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish-Swedish and Russian-Finnish contexts), and Israel (an Arabic-Hebrew context) and interviewed the teachers about their use of languages in the classroom. We found that in each context the teachers reported modifications to an initial bilingual education model over time: from a strict separation of languages, to flexible bilingual practices. A thematic analysis of the contents of the teacher reflections as they emerged through interviews revealed five shared categories:(a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adjustments for individual children; and (e) role-modelling.Despite the different settings and sociolinguistic conditions, the similarities in teachers' practices and the rationale they gave for applying flexible bilingual practices were significant. The shared practices across contexts may have important implications for bilingual education.Keywords: bilingual preschool education; flexible bilingual practices; teacher agency; early childhood bilingualism; language attitudes; code-switching IntroductionThe aim of this study was to compare five teachers' reflections on their own language practices and the challenges they faced in implementing bilingual language education within three contexts of preschool education in Finland (Finnish-Swedish and RussianFinnish contexts), and Israel (an Arabic-Hebrew context). Ricento and Hornberger (1996) as well as Menken and García (2010) place teachers at the very heart of language policy-making. However, little research attention has been paid to providing bilingual teachers with any deeper understanding of their own agency and their critical role in negotiating, constructing and reconstructing classroom language practices. This is especially true for the context of preschool education and young children's essential developmental and social needs.As Heller (2007) has pointed out, language practices are inseparable from beliefs about languages and attitudes towards them in the surrounding society. For this reason we also considered it important to examine how the teachers' reflections were embedded in the specific educational and socio-political context in which they expressed them, and which possibly had an impact on their language practices. The comparative contexts chosen for this study, Finland and Israel, are both bilingual countries, where Finnish and Swedish, and Hebrew and Arabic, respectively, are official languages. However, for socio-political and historical reasons, the minority languages Swedish and Arabic are differently presented in the linguistic landscape of these countries and also differ considerably in terms ...

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Section: Resultsmentioning

confidence: 91%

“…García and Wei 2014), few studies have been directed towards bilingual preschool classrooms. Before moving on to the present empirical study, we will briefly describe the sociolinguistic context of the preschools in the two countries, Finland and Israel.…”

Section: Negotiation Processes In Bilingual Classroomsmentioning

confidence: 99%

Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

Palviainen

Protassova

Mård-Miettinen

et al. 2016

International Journal of Bilingual Education and Bilingualism

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“…Neste aspeto o estudo é inspirado por pesquisas anteriores que adotaram o conceito languaging. (CANAGARAJAH, 2013;JÖRGENSEN, 2009;MAKONI;PENNYCOOK, 2006) e os conceitos translanguaging e translanguaging space (GARCÍA;WEI, 2014;WEI, 2011). Opta-se por usar languaging, translanguaging e translanguaging space sem tradução.…”

Section: Posicionamento Teóricounclassified

“…(García & Wei 2014 Contudo, existe um estudo realizado por Chimbutane (2015) que trata das práticas de ensino bilíngue e discute a adequação das políticas e das práticas pedagógicas alimentadas por ideologias monoglóssicas. Esse último baseia-se em resultados de estudos anteriores de Chimbutane (2005Chimbutane ( , 2011Chimbutane ( , 2013 Translanguaging differs from the notion of code-switching in that it refers not simply to a shift or a shuttle between two languages, but to the speakers' construction and use of original and complex interrelated discursive practices that cannot be easily assigned to one or another traditional definition of language, but that make up the speakers' complete language repertoire" 2 Translanguaging space is a space for the act of translanguaging as well as a space created through translanguaging.…”

Section: Posicionamento Teóricomentioning

confidence: 99%

Translinguando espaço? Discursos metalinguísticos de jovens moçambicanos sobre `languaging´

Reite¹

2016

DomLin

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“…Neste contexto, tem vindo a ser feita uma reorientação através da análise da interação plurilíngue em línguas românicas em plataformas de aprendizagem e de formação on-line 1 (veja-se, por exemplo, ARAÚJO E SÁ; DE CARLO; MELO-PFEIFER, 2010;MELO-PFEIFER, 2014), em situações de trabalho em equipas internacionais (por exemplo, BERTHOUD; GRIN; LÜDI, 2013;LÜDI, 2010;YANAPRASART, 2016) e em aula de línguas, em que vários códigos "rompem" o contrato didático tipicamente assumido como monolíngue e monoglóssico (por exemplo, BLACKLEDGE; CREESE, 2014; BONO; MELO-PFEIFER, 2011;GARCÍA;WEI, 2014;MOORE;NUSSBAUM;BORRÀS, 2013;UNAMUNO, 2008).…”

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Interações plurilíngues: descrições, dinâmicas e aprendizagens

Sá¹,

Melo‐Pfeifer²

2016

DomLin

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Language, Bilingualism and Education

Cited by 1,272 publications

References 0 publications

Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

Translinguando espaço? Discursos metalinguísticos de jovens moçambicanos sobre `languaging´

Interações plurilíngues: descrições, dinâmicas e aprendizagens

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