A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Language orientations in early childhood education policy in Finland and Norway (2021)
Alstad, G. T., & Sopanen, P. (2021). Language orientations in early childhood education policy in Finland and Norway. Nordic Journal of Studies in Educational Policy, 7(1), 30-43. https://doi.org/10.1080/20020317.2020.1862951
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Alstad, Gunhild Tomter; Sopanen, Pauliina
Lehti tai sarja: Nordic Journal of Studies in Educational Policy
eISSN: 2002-0317
Julkaisuvuosi: 2021
Volyymi: 7
Lehden numero: 1
Artikkelin sivunumerot: 30-43
Kustantaja: Routledge
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1080/20020317.2020.1862951
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/73625
Tiivistelmä
This article investigates the language orientations in education policy documents for early childhood education and care (ECEC) in Finland and Norway. Finland, an officially bilingual country, and Norway, a predominantly monolingual country, share similar views on ECEC. However, the ECEC field in both countries has undergone major changes in recent years: more children are attending ECEC, and the increasing number of children with diverse backgrounds and minority languages. The document analysis includes seven policy documents related to ECEC in Finland and Norway. The analytical approach is based on Ruíz’ framework for language orientations, i.e. language as resource, language as right and language as problem. The analysis shows that the language orientation in ECEC policy is rather vague and open. On the one hand, multilingualism is seen as a resource. On the other hand, multilingualism is considered as challenging in terms of language diversity, facilitating multilingual and first language development. In both countries, there seems to be a a monolingual ideology underlying the policy. We discuss these findings in light of policy implementations and finally underline the importance of critical multilingual awareness in early childhood teacher education.
YSO-asiasanat: varhaiskasvatus; kieltenopetus; yksikielisyys; kaksikielisyys; monikielisyys; kielipolitiikka; koulutuspolitiikka
Vapaat asiasanat: language education policy; language orientations; ideologies; multilingualism; early childhood education; early childhood education policies
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2021
JUFO-taso: 1