A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Multilingual learning environments in early childhood education in Finland (2024)
Repo, E., Aerila, J.-A., Tyrer, M., & Harju-Luukkainen, H. (2024). Multilingual learning environments in early childhood education in Finland. Journal of Early Childhood Education Research, 13(1), 221-248. https://doi.org/10.58955/jecer.129339
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Repo, Elisa; Aerila, Juli-Anna; Tyrer, Maria; Harju-Luukkainen, Heidi
Lehti tai sarja: Journal of Early Childhood Education Research
eISSN: 2323-7414
Julkaisuvuosi: 2024
Ilmestymispäivä: 08.02.2024
Volyymi: 13
Lehden numero: 1
Artikkelin sivunumerot: 221-248
Kustantaja: Suomen varhaiskasvatus
Julkaisumaa: Suomi
Julkaisun kieli: englanti
DOI: https://doi.org/10.58955/jecer.129339
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/93439
Lisätietoja: Peer-reviewed articles
Tiivistelmä
Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries during collaborative, play-based activities. In Finland, the language policies of the National Core Curriculum for Early Childhood Education and Care have been changed to promote multilingualism. This study focuses on data provided by early childhood education and care (ECEC) staff, documenting changing language policies in learning environments through the management of space and practice. The study analyzes what ECEC staff (N = 81 participant groups) report on constructing multilingual learning environments and what type of barriers and enablers are described as present in such environments. Theoretically, the analysis draws on pedagogical translanguaging. The data were collected using the LangPeda tool, and the participant groups’ textual documents were scrutinized via qualitative content analysis. The findings suggested that although most of the groups’ textual documents reflected either pre-planned or spontaneous pedagogical translanguaging, not all the groups were eager to change their monolingual practices. Linguistic hierarchies were found, and the development of children’s linguistic repertoires appeared to be hindered by misconceived understanding of language learning. Enabling pedagogical translanguaging to become part of ECEC institutions’ (spatial) practices requires sufficient resources, materials, and systematic education for ECEC staff.
YSO-asiasanat: varhaiskasvatus; oppimisympäristö; monikielisyys; kielitietoinen opetus ja kasvatus; pedagogiikka; kielipolitiikka
Vapaat asiasanat: learning environments; pedagogical translanguaging; multilingual children; language policies
Liittyvät organisaatiot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2024
Alustava JUFO-taso: 1
