Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts
The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young ch...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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OpenED Network
2020-12-01
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| Series: | Journal of Culture and Values in Education |
| Subjects: | |
| Online Access: | https://cultureandvalues.org/index.php/JCV/article/view/94 |
| _version_ | 1797917146023460864 |
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| author | Ryan W Pontier Ivian Destro Boruchowski Lergia I Olivo |
| author_facet | Ryan W Pontier Ivian Destro Boruchowski Lergia I Olivo |
| author_sort | Ryan W Pontier |
| collection | DOAJ |
| description | The population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed. |
| first_indexed | 2024-04-10T13:08:39Z |
| format | Article |
| id | doaj.art-c9fe47da59a94505bf4ee2bc06448f36 |
| institution | Directory Open Access Journal |
| issn | 2590-342X |
| language | English |
| last_indexed | 2024-04-10T13:08:39Z |
| publishDate | 2020-12-01 |
| publisher | OpenED Network |
| record_format | Article |
| series | Journal of Culture and Values in Education |
| spelling | doaj.art-c9fe47da59a94505bf4ee2bc06448f362023-02-15T16:12:47ZengOpenED NetworkJournal of Culture and Values in Education2590-342X2020-12-013210.46303/jcve.2020.18Dynamic Language Use in Bi/Multilingual Early Childhood Education ContextsRyan W Pontier0Ivian Destro Boruchowski1Lergia I Olivo2Florida International UniversityFlorida International UniversityFlorida International UniversityThe population of bilingual students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, little is known about those practices in the early years. This article provides a systematic review of relevant empirical studies that investigated teachers’ and children’s dynamic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children, and strategies for fostering these practices; as well as ways in which teachers leveraged their agency through their languaging practices. Implications for future research, practice, professional development, and policy are discussed.https://cultureandvalues.org/index.php/JCV/article/view/94bilingualtranslanguagingearly childhooddynamic language |
| spellingShingle | Ryan W Pontier Ivian Destro Boruchowski Lergia I Olivo Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts Journal of Culture and Values in Education bilingual translanguaging early childhood dynamic language |
| title | Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts |
| title_full | Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts |
| title_fullStr | Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts |
| title_full_unstemmed | Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts |
| title_short | Dynamic Language Use in Bi/Multilingual Early Childhood Education Contexts |
| title_sort | dynamic language use in bi multilingual early childhood education contexts |
| topic | bilingual translanguaging early childhood dynamic language |
| url | https://cultureandvalues.org/index.php/JCV/article/view/94 |
| work_keys_str_mv | AT ryanwpontier dynamiclanguageuseinbimultilingualearlychildhoodeducationcontexts AT iviandestroboruchowski dynamiclanguageuseinbimultilingualearlychildhoodeducationcontexts AT lergiaiolivo dynamiclanguageuseinbimultilingualearlychildhoodeducationcontexts |