A1 Journal article (refereed)
Eksperttiopettajan kielikasvatuksen käyttöteoria monikielisten lasten varhaiskasvatuksessa (2021)


Palojärvi, A., Mård-Miettinen, K., Koivula, M., & Rutanen, N. (2021). Eksperttiopettajan kielikasvatuksen käyttöteoria monikielisten lasten varhaiskasvatuksessa. Journal of Early Childhood Education Research, 10(3), 121-146. https://jecer.org/fi/eksperttiopettajan-kielikasvatuksen-kayttoteoria-monikielisten-lasten-varhaiskasvatuksessa/


JYU authors or editors


Publication details

All authors or editors: Palojärvi, Anu; Mård-Miettinen, Karita; Koivula, Merja; Rutanen, Niina

Journal or series: Journal of Early Childhood Education Research

eISSN: 2323-7414

Publication year: 2021

Volume: 10

Issue number: 3

Pages range: 121-146

Publisher: Suomen varhaiskasvatus ry

Publication country: Finland

Publication language: Finnish

Persistent website address: https://jecer.org/fi/eksperttiopettajan-kielikasvatuksen-kayttoteoria-monikielisten-lasten-varhaiskasvatuksessa/

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/77883


Abstract

In this case study we examine the practical theory of an expert teacher implementing bilingual pedagogy (Finnish-Swedish) in early childhood education with multilingual children. Practical theory refers to the pedagogical vision that guides a teacher’s actions and the focus of this study is the expert teacher’s practical theory regarding the use of different languages. The two research questionsaddress the key aspects of the teacher’s practical theory and how these aspects related to the different languages. The dataset from two interviews with the expert teacher were thematically analyzed. The findings show that the teacher's practical theory is constructed from a core value (equality of languages) and various aims and principles(e.g., mutual learning, supporting language-identities and pedagogical tact) that were closely intertwined. The findings suggest that in the expert teacher’s use of Finnish and Swedish the intent was to expand the children’s language resources whereas in the use of the children’s home language the purpose was to acknowledge and utilize their languages while creating language appreciation.


Keywords: language education; bilingualism; multilingualism; early childhood education and care; early childhood education and care teachers

Free keywords: kaksikielinen opetus; käyttöteoria


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Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1


Last updated on 2022-20-09 at 13:13