Two tones: The core of inequality in kindergarten?

Abstract

This article examines how kindergarten-children are differentiated and segregated through vocal practices and processes. The analysis is based on empirical data, which originate from a long ethnographic fieldwork in Denmark. The author presents two different language tones: a teaching tone and an exchange tone and shows a pattern in the ways the two tones are performed. While the teaching tone is heard in the interaction between the staff and the ethnic minority children, the ethnic majority children (the Danes) are addressed in the exchange tone. Pierre Bourdieu's concepts: 'linguistic market', 'habitual inclinations' and 'feeling for the game' are used as theoretical framework. When the author interprets and explains the language pattern as unequal distribution of recognition and as continuation of reproduction of a socio-cultural hierarchy among the children she relates to this framework. The last part of the article comprises a discussion of existing structured language stimulation program's potentials for challenging the professional adults' practice and the demonstrated differentiation and segregation processes. RÉSUMÉCet article examine comment la différenciation et sélection des enfants de la maternelle sont inhérentes aux pratiques et aux processus verbaux. L'analyse se base sur les données empiriques émanant d'un long travail ethnographique sur le terrain au Danemark. L'autrice présente deux tons linguistiques : un ton d'enseignement et un ton d'échange, en outre, elle introduit un modèle relatif aux manières avec lesquelles les deux tons sont réalisés. Le ton d'enseignement s'entend dans le cadre de l'interaction entre le personnel et les enfants ethniques minoritaires tandis que le personnel s'addresse aux enfants ethniques majoritaires (les Danois) du ton d'échange.Les notions de Pierre Bourdieu : le marché linguistique, les inclinations habituelles et le sentiment du jeu, sont appliquées en tant que cadre théorique. Quand l'autrice interprète et explique le modèle de langage en tant que la distribution inégale de l'appréciation ainsi que la continuation de la reproduction de la hiérarchie parmi les enfants, elle le relie à ce cadre. La dernière partie de cet article amorce une discussion sur les possibilités relatives aux programmes structurés de stimulation du langage en ce qui concerne le défi par rapport aux pratiques des adultes professionnels et aux processus de différenciation montrés. RESUMENEste artículo examina cómo la diferenciación y selección de niños /as a la escuela maternal son inherentes a las prácticas y a los procesos verbales. El análisis se basa en los hechos empíricos emanados de un largo trabajo etnográfico realizado en terreno en Dinamarca. La clara presencia de tonos lingüísticos: un tono de enseñanza y un tono de intercambio, y por otro lado, se introduce un modelo relativo a la forma en que los dos tonos son empleados. El tono de enseñanza se escucha en los intercambios entre el personal técnico docente y los 76 infantes de etnias minoritarias en tanto que el personal docen...

Do anti-immigrant sentiments track into Danish classrooms? Ethnicity, ethnicity salience, and bias in children's peer preferences

“…Research also indicates that disadvantages for minority children begin very early. For example, Palludan (2007) argued that preschool teachers' use of different language tones with minority and majority children led to unequal distribution of recognition and reproduced ethnically based hierarchies within the classroom. Bundgaard and Gullö v (2006) showed that preschool teachers marked Middle Eastern children's behaviour as 'inappropriate', thereby stigmatizing them for being different and legitimizing the school's efforts to teach them 'proper' Danish ways.…”

Språkkartlegging av flerspråklige barn – ekskludering i praksis?

“…I utdragene kan vi se, både eksplisitt og implisitt, maktens ulike sider. Palludan (2007) skiller mellom undervisningstone og utvekslingstone, og finner at barnehagelaerere har tendens til å bruke undervisningstonen i interaksjon med minoritetsspråklige barn. Dermed blir barna framstilt som passive mottakere eller objekter.…”

Gender Beliefs and Embedded Gendered Values in Preschool

“…It is, for example, argued that there is an essential view about gender differences that has been strong in Swedish preschools (Eidevald 2009). A common perspective in research from the Nordic countries is that boys and girls are treated differently and, in accordance, with traditional gender stereotypes, despite intentions to do otherwise (Askland and Rossholt 2009;Eidevald 2009;Einarsdottir 2005Einarsdottir , 2008Hellman 2010;Månsson 2011;Odenbring 2010;Palludan 2007;Sandström et al 2013). The implied gender beliefs seem to be that differences between boys and girls just are.…”

“…Boys are described as more wild and physical than girls, which supports stereotypical gender roles found in previous research (Hellman 2010). It is also revealed that practitioners maintain stereotypical gender roles by disciplining boys and girls differently (Palludan 2007). Girls, for example, are asked to be quiet or use quieter voices more often than boys; and boys challenge the social order while the girls appear to accept the same (Einarsdottir 2005(Einarsdottir , 2008.…”