Picking up the Threads. Languaging in a Swedish Mainstream Preschool

Autor/in	Puskás, Tünde
Titel	Picking up the Threads. Languaging in a Swedish Mainstream Preschool
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 3, S.313-325 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1178712
Schlagwörter	Foreign Countries; Preschool Teachers; Preschool Children; Preschool Education; Teacher Student Relationship; Intercultural Communication; Monolingualism; Bilingual Students; Second Language Learning; Swedish; Scaffolding (Teaching Technique); Child Development; Developmental Stages; Language Acquisition; Ethnography; Field Studies; Language Usage; Participant Observation; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Interkulturelle Kommunikation; Zweitsprachenerwerb; Schwedisch; Kindesentwicklung; Sprachaneignung; Spracherwerb; Ethnografie; Praxisforschung; Sprachgebrauch; Teilnehmende Beobachtung; Schweden
Abstract	This paper examines the strategies monolingual teachers use to scaffold meaning and encourage and enhance verbal communication with emergent bilingual children in a Swedish mainstream preschool. The study is based on ethnographic fieldwork in a preschool group in which seven of twelve children spoke Swedish as their second, additional language. The basic assumption in this paper is that knowledge is scaffolded in talk between teachers and children. Several scaffolding strategies are identified such as guessing, qualified guessing, interactive scaffolding and co-construction of meaning. The analysis shows that successful languaging assumes a high level of trust between the children and their teachers and that it is essential that the teachers can identify each child's zone of proximal development. Some educational implications and dilemmas are identified on the basis of the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01