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  • 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 /
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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0410 |aeng
044 |aspa
1001 |aMary, Latisha.
24510|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.
260|c2018
30010|ap. 318-332
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.
650 |aAgency, preschool.
6530 |aTeacher education.
6530 |aIdentity.
6530 |aFrance.
6530 |aĐa ngôn ngữ.
6530 |aMultilingualism.
6530 |aĐào tạo giáo viên.
7001 |aYoung, Andrea .
7730 |tLanguage, Culture and Curriculum |gVolume 31, 2018 - Issue 3
890|a0|b0|c0|d0

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