Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden
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 languag...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Boyd, Sally [verfasserIn] |
|---|
| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Rechteinformationen: |
Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal of bilingual education and bilingualism - Abingdon : Routledge, Taylor & Francis Group, 1998, 19(2016), 6, Seite 631 |
|---|---|
| Übergeordnetes Werk: |
volume:19 ; year:2016 ; number:6 ; pages:631 |
| Links: |
|---|
| DOI / URN: |
10.1080/13670050.2016.1189510 |
|---|
| Katalog-ID: |
OLC1986213935 |
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| 520 | |a 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. | ||
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10.1080/13670050.2016.1189510 doi PQ20161201 (DE-627)OLC1986213935 (DE-599)GBVOLC1986213935 (PRQ)i1383-836e0e3b11f38a8eb07056d4add2d399e2a8fdadb991991282e8f98c687b3bf00 (KEY)0349214120160000019000600631adultmonolingualpolicybecomeschildrensbilingualpra DE-627 ger DE-627 rakwb eng 400 ZDB LING fid Boyd, Sally verfasserin aut Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden 2016 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier 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. Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 code alternation bilingual interaction child bilingualism Bilingualism monolingual policy Ottesjö, Cajsa oth Enthalten in International journal of bilingual education and bilingualism Abingdon : Routledge, Taylor & Francis Group, 1998 19(2016), 6, Seite 631 (DE-627)247102768 (DE-600)1437609-X (DE-576)078589746 1367-0050 nnns volume:19 year:2016 number:6 pages:631 http://dx.doi.org/10.1080/13670050.2016.1189510 Volltext http://www.tandfonline.com/doi/abs/10.1080/13670050.2016.1189510 http://gup.ub.gu.se/publication/241015-adult-monolingual-policy-becomes-childrens-bilingual-practice-code-alternation-among-children-and-st GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BIF GBV_ILN_11 GBV_ILN_2010 AR 19 2016 6 631 |
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Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden |
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| title_full |
Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden |
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Boyd, Sally |
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International journal of bilingual education and bilingualism |
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International journal of bilingual education and bilingualism |
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eng |
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2016 |
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Boyd, Sally |
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Boyd, Sally |
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10.1080/13670050.2016.1189510 |
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400 |
| title_sort |
adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an english-medium preschool in sweden |
| title_auth |
Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden |
| 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. |
| abstractGer |
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. |
| abstract_unstemmed |
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. |
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GBV_USEFLAG_A SYSFLAG_A GBV_OLC FID-LING SSG-OLC-BIF GBV_ILN_11 GBV_ILN_2010 |
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6 |
| title_short |
Adult monolingual policy becomes children's bilingual practice: code-alternation among children and staff in an English-medium preschool in Sweden |
| url |
http://dx.doi.org/10.1080/13670050.2016.1189510 http://www.tandfonline.com/doi/abs/10.1080/13670050.2016.1189510 http://gup.ub.gu.se/publication/241015-adult-monolingual-policy-becomes-childrens-bilingual-practice-code-alternation-among-children-and-st |
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Ottesjö, Cajsa |
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| doi_str |
10.1080/13670050.2016.1189510 |
| up_date |
2024-07-04T04:14:23.017Z |
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