Tác giả CN
| Mary, Latisha. |
Nhan đề
| Parents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France / Latisha Mary, Andrea Young. |
Thông tin xuất bản
| 2018 |
Mô tả vật lý
| p. 318-332 |
Tóm tắt
| In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development. |
Đề mục chủ đề
| Agency, preschool. |
Thuật ngữ không kiểm soát
| Teacher education. |
Thuật ngữ không kiểm soát
| Identity. |
Thuật ngữ không kiểm soát
| France. |
Thuật ngữ không kiểm soát
| Đa ngôn ngữ. |
Thuật ngữ không kiểm soát
| Multilingualism. |
Thuật ngữ không kiểm soát
| Đào tạo giáo viên. |
Tác giả(bs) CN
| Young, Andrea . |
Nguồn trích
| Language, Culture and Curriculum - Volume 31, 2018 - Issue 3 |
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100 | 1 |aMary, Latisha. |
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245 | 10|aParents in the playground, headscarves in the school and an inspector taken hostage: exercising agency and challenging dominant deficit discourses in a multilingual pre-school in France / |cLatisha Mary, Andrea Young. |
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260 | |c2018 |
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300 | 10|ap. 318-332 |
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520 | |aIn France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development. |
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650 | |aAgency, preschool. |
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653 | 0 |aTeacher education. |
---|
653 | 0 |aIdentity. |
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653 | 0 |aFrance. |
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653 | 0 |aĐa ngôn ngữ. |
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653 | 0 |aMultilingualism. |
---|
653 | 0 |aĐào tạo giáo viên. |
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700 | 1 |aYoung, Andrea . |
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773 | 0 |tLanguage, Culture and Curriculum |gVolume 31, 2018 - Issue 3 |
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