Monolingual Policy Bilingual Interaction

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Multilingual Approaches For Teaching And Learning

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Author : Claudine Kirsch
language : en
Publisher: Routledge
Release Date : 2020-03-04

Multilingual Approaches For Teaching And Learning written by Claudine Kirsch and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-03-04 with Education categories.

Multilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students’ multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives. The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students’ multilingualism to promote learning and help students achieve their full potential. This book will be of great interest to academics, researchers, and postgraduate students in the fields of language education, psychology, sociolinguistics, and applied linguistics.

Monolingual Policies In Multilingual Schools

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Author : Jürgen Jaspers
language : en
Publisher: Oxford University Press
Release Date : 2024

Monolingual Policies In Multilingual Schools written by Jürgen Jaspers and has been published by Oxford University Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024 with Education categories.

This book shows that teachers at monolingual schools in Brussels approach their multilingual pupils in quite ambivalent ways (severely imposing the school language, but also recognizing pupils' multilingualism). Underlining this ambivalence is important because the scientific literature typically prefers a focus on teachers who either support or suppress their pupils' multilingualism. Much ordinary, inconsistent, teacher behavior thus falls off the radar, while those teachers who appear in the literature are either praised (as critical) or blamed (as ideologically deceived). This book thus explores uncharted territory, it explains teachers' inconsistency as a type of thinking, and it suggests that we can evaluate their behavior in more complex terms than simply good or bad.

Language Policy As Practice

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Author : Florence Bonacina-Pugh
language : en
Publisher: Springer Nature
Release Date : 2024-06-15

Language Policy As Practice written by Florence Bonacina-Pugh and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-06-15 with Language Arts & Disciplines categories.

This edited book brings together original contributions from scholars working across Language Policy and Planning to advance the recent 'Empirical turn' that has taken place in the field. All the chapters in the volume show how Language Policy can be conceptualized 'as practice' in a variety of domains, ranging from the home to the workplace, schools, and higher education. The authors also suggest further theoretical, methodological, and empirical developments for the discipline in light of this epistemological shift. A Foreword and an Afterword shed light on the theoretical and empirical lineage of this volume and show how this book contributes to the humanization of Language Policy research. This book will be of interest to scholars and post-graduate students working across Language Policy and Planning, Language in Education Policy, and Family Language Policy, as well as those in adjacent fields including Education Policy, Classroom Discourse, Linguistic Anthropology, Sociology of Education, and Multilingualism.

Challenging The Monolingual Mindset

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Author : John Hajek
language : en
Publisher: Multilingual Matters
Release Date : 2014-10-01

Challenging The Monolingual Mindset written by John Hajek and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-10-01 with Language Arts & Disciplines categories.

This volume challenges the monolingual mindset by highlighting how language-related issues surround us in many different ways, and explores the tensions that can develop in managing and understanding multilingualism. The book features analysis and discussion on the use of languages across a range of contexts, including post-migration settlement, policy, education, language contact and intercultural communication.

Handbook Of Early Language Education

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Author : Mila Schwartz
language : en
Publisher: Springer
Release Date : 2022-03-31

Handbook Of Early Language Education written by Mila Schwartz and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-03-31 with Education categories.

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

The Economics Of Language Policy

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Author : Michele Gazzola
language : en
Publisher: MIT Press
Release Date : 2016-09-30

The Economics Of Language Policy written by Michele Gazzola and has been published by MIT Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016-09-30 with Business & Economics categories.

Insights from the application of economic theories and research methods to the management of linguistic diversity in an era of globalization. In an era of globalization, issues of language diversity have economic and political implications. Transnational labor mobility, trade, social inclusion of migrants, democracy in multilingual countries, and companies' international competitiveness all have a linguistic dimension; yet economists in general do not include language as a variable in their research. This volume demonstrates that the application of rigorous economic theories and research methods to issues of language policy yields valuable insights. The contributors offer both theoretical and empirical analyses of such topics as the impact of language diversity on economic outcomes, the distributive effects of policy regarding official languages, the individual welfare consequences of bilingualism, and the link between language and national identity. Their research is based on data from countries including Canada, India, Kazakhstan, and Indonesia and from the regions of Central America, Europe, and Sub-Saharan Africa. Theoretical models are explained intuitively for the nonspecialist. The relationships among linguistic variables, inequality, and the economy are approached from different perspectives, including economics, sociolinguistics, and political science. For this reason, the book offers a substantive contribution to interdisciplinary work on languages in society and language policy, proposing a common framework for a shared research area. Contributors Alisher Aldashev, Katalin Buzási, Ramon Caminal, Alexander M. Danzer, Maxime Leblanc Desgagné, Peter H. Egger, Ainhoa Aparicio Fenoll, Michele Gazzola, Victor Ginsburgh, Gilles Grenier, François Grin, Zoe Kuehn, Andrea Lassmann, Stephen May, Serge Nadeau, Suzanne Romaine, Selma K. Sonntag, Stefan Sperlich, José-Ramón Uriarte, François Vaillancourt, Shlomo Weber, Bengt-Arne Wickström, Lauren Zentz

Language And Literacy In Bilingual Children

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Author : D. Kimbrough Oller
language : en
Publisher: Multilingual Matters
Release Date : 2002-01-01

Language And Literacy In Bilingual Children written by D. Kimbrough Oller and has been published by Multilingual Matters this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-01-01 with Language Arts & Disciplines categories.

This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.

The Swedish Preschool As An Integration Arena

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Author : Charlotte Löthman
language : en
Publisher: Linköping University Electronic Press
Release Date : 2024-12-06

The Swedish Preschool As An Integration Arena written by Charlotte Löthman and has been published by Linköping University Electronic Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-12-06 with categories.

The Swedish preschool is increasingly recognized as an important integration arena. In Swedish politics, it is assumed that merely enrolling migrant children in preschool will lead to integration. However, research on migrant children in Swedish preschools remains limited, leaving the actual potential of preschools to promote integration underexplored. This thesis investigates how integration is manifested in Swedish preschools and how specific practices and approaches support or hinder this process. The focus is on how preschools manage the initial steps of migrant families into the educational integration trajectory in settings where the vast majority of families and practitioners have a majority background. Integration is used as a theoretical concept that postulates migrants’ inclusion and active participation in society, while their cultural and linguistic backgrounds are acknowledged (Penninx, 2019). Through this investigation this thesis provides a valuable contribution to both academic research and political discourse on integration within early childhood education and care (ECEC). The study was conducted in two phases and includes four peer-reviewed articles, two associated with each research phase. Firstly, integration was explored from the perspective of preschool practitioners’ narratives, based on a licentiate study (Löthman, 2022), addressing their experiences of working with migrant parents (article I) and their children (article II). Secondly, integration was explored in situ based on observations of migrant children’s participation in teaching activities (article III) and peer play (article IV). The results show that integration does not occur automatically. According to the preschool practitioners, integration is manifested through a process of change within themselves, resulting in the capacity to acknowledge and respond to migrant families’ needs and perspectives. This process requires a dialogic stance and is accompanied by greater cultural reflexivity and practical flexibility. The analysis of observations of migrant children’s participation in preschool suggests that practitioners’ responsiveness largely manifests during care and routine activities, rather than during teaching activities and peer play, where constraints to integration exist. These constraints are primarily linked to insufficient attention to the crucial role of language in teaching and peer play, combined with a strong emphasis on child-centered pedagogy—enacted as a "majority child-centered" pedagogy. Consequently, migrant children risk being excluded from teaching activities and peer play in the majority language. Furthermore, the promotion of children’s free choice during peer play, which is inherent to this pedagogy, tends to reinforce the formation of segregated peer communities. In conclusion, this thesis reveals that migrant children, who go through a double transition when they start ECEC, do not become part of ECEC or participate in it using the same approaches and practices as children with a majority background. Consequently, the political assumption that integration occurs naturally through the process of enrolling migrant children in ECEC is misleading. This thesis underscores the need for greater political recognition of the demands placed on ECEC institutions to actively facilitate integration. As the findings highlight, integration requires deliberate and intentional efforts—it necessitates integration work. Without such recognition, the burden of integration risks falling disproportionately on the children themselves. This thesis suggests that ECEC’s integration work should focus on the development of: 1) a dialogic stance, 2) language awareness, and 3) a critical evaluation of how specific pedagogical and didactic approaches influence the premises for integration. Collectively, these efforts aim to achieve the goal of: 4) organizing preschool activities in alignment with an equity approach, which means adapting established practices to meet the genuine needs of migrant families and thereby ensuring that they have the same opportunities within ECEC as families with majority backgrounds. Den svenska förskolan framställs i allt högre grad som en viktig arena för integration inom svensk politik. Genom att skriva in migrerade barn i förskolan förväntas integration ske. Dock är förskolans potential att främja integration underutforskad. Denna avhandling syftar till att bidra med kunskap om integration av migrerade barn i den svenska förskolan genom att undersöka hur integration manifesteras samt vilka praktiker och förhållningssätt som stödjer eller hindrar integrationsprocessen. Särskilt fokuserar avhandlingen på hur förskolor hanterar nyanlända familjers första steg in i den svenska förskolan, i en kontext där majoriteten av familjer och pedagoger har svensk bakgrund. Integration används som ett teoretiskt begrepp som förutsätter migrerade familjers inkludering och aktiva deltagande i samhället, samtidigt som deras kulturella och språkliga bakgrunder tas i beaktande (Penninx, 2019). Genom denna undersökning bidrar avhandlingen med värdefull kunskap till både forskning och politik om integration i den svenska förskolan. Studien har genomförts i två faser och inkluderar fyra vetenskapliga artiklar, två kopplade till varje fas. Först utforskades integration ur förskolepedagogers perspektiv, baserat på en licentiatstudie (Löthman, 2022), som behandlar deras uppfattningar om att arbeta med migrerade föräldrar (artikel I) och barn (artikel II). Därefter utforskades integration in situ, baserat på observationer av nyanlända barns deltagande i undervisningsaktiviteter (artikel III) och kamratlek (artikel IV). Resultaten visar att integration inte sker automatiskt. Enligt förskolepedagogerna manifesteras integration genom en förändringsprocess hos dem själva, vilken resulterar i en ökad förmåga att identifiera och svara på migrerade familjers behov och perspektiv. Denna process kräver en dialogisk hållning och åtföljs av större kulturell reflexivitet och praktisk flexibilitet. Analysen av observationer av nyanlända barns deltagande i förskolan indikerar att förskollärares responsivitet främst återspeglas i omsorgs- och rutinaktiviteter, snarare än i undervisningsaktiviteter och kamratlek, där begränsningar för integration finns. Begränsningarna är främst kopplade till otillräcklig uppmärksamhet på språkets roll i kunskapsförmedling och kamratlek, kombinerat med en stark betoning på barncentrerad pedagogik—genomförd som en "majoritetsbarn-centrerad" pedagogik. Följaktligen riskerar migrerade barn att exkluderas från undervisningsaktiviteter och kamratlek på majoritetsspråket. Dessutom tenderar främjandet av barns fria val under kamratlek, som är inneboende i denna pedagogik, att förstärka bildandet av segregerade kamratgemenskaper. Sammanfattningsvis visar avhandlingen att migrerade barn som genomgår en "dubbel övergång" till den svenska förskolan inte blir en del av eller deltar i förskolans verksamhet genom samma förhållningssätt och praktiker som barn med majoritetsbakgrund. Följaktligen är det politiska antagandet att integration sker naturligt genom att skriva in migrerade barn i förskolan missvisande. Avhandlingen understryker behovet av ett större politiskt erkännande av de krav som ställs på utbildningsinstitutioner för att aktivt underlätta integration. Som resultaten visar kräver integration avsiktliga och medvetna ansträngningar—det kräver integrationsarbete. Utan ett sådant erkännande riskerar bördan med integrationsarbetet oproportionerligt att falla på barnen själva. Denna avhandling föreslår att förskolans integrationsarbete bör fokusera på utvecklingen av: 1) en dialogisk hållning, 2) språkmedvetenhet, och 3) en kritisk utvärdering av hur specifika pedagogiska och didaktiska tillvägagångssätt påverkar förutsättningarna för integration. Tillsammans syftar dessa ansträngningar till att uppnå målet att 4) organisera förskolans praktiker i linje med ett rättviseperspektiv, vilket innebär att anpassa etablerade praktiker i enlighet med migrerade familjers genuina behov och därigenom säkerställa att de har samma möjligheter i förskolan som familjer med majoritetsbakgrund.

Handbook Of Multilingualism And Multilingual Communication

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Author : Peter Auer
language : en
Publisher: Walter de Gruyter
Release Date : 2008-09-25

Handbook Of Multilingualism And Multilingual Communication written by Peter Auer and has been published by Walter de Gruyter this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008-09-25 with Language Arts & Disciplines categories.

This volume is an up-to-date, concise introduction to bilingualism and multilingualism in schools, in the workplace, and in international institutions in a globalized world. The authors use a problem-solving approach and ask broad questions about bilingualism and multilingualism in society, including the question of language acquisition versus maintenance of bilingualism. Key features: provides a state-of-the-art description of different areas in the context of multilingualism and multilingual communication presents a critical appraisal of the relevance of the field, offers solutions of everyday language-related problems international handbook with contributions from renown experts in the field

21st Century Pre School Bilingual Education

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Author : Mila Schwartz
language : en
Publisher: Routledge
Release Date : 2020-04-28

21st Century Pre School Bilingual Education written by Mila Schwartz and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-04-28 with Education categories.

In this volume, the editors aim to offer a timely focus on preschool bilingual education in the 21st century by drawing attention to the following trends: (1) the diversity of language models and their hybrid, dynamic and flexible nature; (2) the complexities of children's linguistic backgrounds; (3) children's, parents' and teachers' agencies in interaction; and (4) early bilingual development and education as contextually embedded. Given the complexity of providing a global and comprehensive view of these trends in just one issue, the selection of studies included here seeks to offer insightful consideration of these trends using a range of qualitative and quantitative methods. The contributors explore the trends in different socio-cultural and national contexts in five countries: Finland, Sweden, the Netherlands, Israel and Singapore. The book highlights the need on the one hand to examine early bilingual education within specific socio-cultural contexts, and on the other to search for its universal features. It aims to promote the field of preschool bilingual education as a unique research domain by illustrating its distinctiveness. Last but not least, the studies presented here have a significant contribution to make in the light of the growing interest of policy-makers, ethno-linguistic community leaders, practitioners and researchers in early bilingual development and education. This book was originally published as a special issue of International Journal of Bilingual Education and Bilingualism.