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Parents in the playground, headscarves in the school and an inspector taken hostage exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France

Parents in the playground, headscarves in the school and an inspector taken hostage exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France

 Mary, Latisha.
 2018
 p. 318-332 English
Agency, preschool.Teacher education.Identity.France.Đa ngôn ngữ.Multilingualism.Đào tạo giáo viên.
Tác giả CN Mary, Latisha.
Nhan đề Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France / Latisha Mary, Andrea Young.
Thông tin xuất bản 2018
Mô tả vật lý p. 318-332
Tóm tắt In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development.
Thuật ngữ chủ đề Agency, preschool.
Từ khóa tự do Teacher education.
Từ khóa tự do Identity.
Từ khóa tự do France.
Từ khóa tự do Đa ngôn ngữ.
Từ khóa tự do Multilingualism.
Từ khóa tự do Đào tạo giáo viên.
Tác giả(bs) CN Young, Andrea .
Nguồn trích Language, Culture and Curriculum - Volume 31, 2018 - Issue 3
MARC
Hiển thị đầy đủ trường & trường con
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300[1 0] |a p. 318-332
520[ ] |a In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development.
650[ ] |a Agency, preschool.
653[0 ] |a Teacher education.
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653[0 ] |a Multilingualism.
653[0 ] |a Đào tạo giáo viên.
700[1 ] |a Young, Andrea .
773[0 ] |t Language, Culture and Curriculum |g Volume 31, 2018 - Issue 3
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