Pre-School Teachers' Professional Identity and Multilingual Children: An Interactionist Analysis of Pre-School Teachers' Practical Work with Multilingual Children's Language Development

Autor/inn/en	Nilsson, Carina; Svensson, Anette; Basic, Goran
Titel	Pre-School Teachers' Professional Identity and Multilingual Children: An Interactionist Analysis of Pre-School Teachers' Practical Work with Multilingual Children's Language Development
Quelle	In: Cogent Education, 10 (2023) 1, Artikel 2194223 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Basic, Goran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2023.2194223
Schlagwörter	Preschool Teachers; Professional Identity; Multilingualism; Teacher Student Relationship; Learning Processes; Preschool Children; Second Language Learning; Swedish; Sociocultural Patterns; Foreign Countries; Play; Food; Role Playing; Learning Activities; Story Reading; Sweden + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Mehrsprachigkeit; Multilingualismus; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Zweitsprachenerwerb; Schwedisch; Soziokulturelle Theorie; Ausland; Spiel; Lebensmittel; Rollenspiel; Lernaktivität; Schweden
Abstract	The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers' identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of "social interaction and learning". Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers' professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01