The Matter of Silence in Early Childhood Bilingual Education

Autor/in	Martín-Bylund, Anna
Titel	The Matter of Silence in Early Childhood Bilingual Education
Quelle	In: Educational Philosophy and Theory, 50 (2018) 4, S.349-358 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2017.1361820
Schlagwörter	Early Childhood Education; Bilingual Education; Spanish; Swedish; Preschool Children; Video Technology; Time; Language Skills; Teaching Methods; Language Usage; Nonverbal Communication + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingual teaching; Bilingualer Unterricht; Spanisch; Schwedisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Zeit; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation
Abstract	The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish-Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as "Chronos" and "Aion" as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material-semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01