“I want children to see that their languages are respected”

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Veronika Timpe-Laughlin, Lorraine Sova, Michelle Kim
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引用次数: 0

Abstract

Demand for an understanding and appreciation of linguistic and cultural diversity in educational contexts has intensified, given increasing levels of globalization. Moreover, guidelines from educational agencies (e.g., United Nations, 2015b; U.S. Department of Education, 2017) as well as state-level preschool teaching standards call for raising awareness of languages, cultures, and diversity beginning in early childhood. However, limited research in that area suggests most U.S. pre-primary teachers are monolingual English speakers (Espinosa & Crandell, 2021). Additionally, professional development and instructional programs on language and cultural awareness in pre-primary classrooms are rare (Kearney & Barbour, 2015). These observations raise the question as to how pre-primary educators promote linguistic and cultural diversity in their classrooms. This study explores world language learning practices in state-licensed, Northeastern U.S. pre-primary schools. We administered an online survey about world language learning resources, pedagogical approaches, and classroom practices to 138 pre-primary educators and conducted individual, semi-structured interviews with 15 of the teachers. We calculated frequency distributions for survey items to determine consensus or discrepancy among teachers and applied the procedure of initial, axial, and selective coding (Friedman, 2012) to open-ended survey responses and interview transcripts to identify trends and refine themes. Findings show that teachers recognized the benefits of building language and cultural awareness. Despite limited time, training, and resources to implement such pedagogy, they included different languages and cultures in instruction. We present their practices, focusing in particular on three distinct approaches, and discuss implications for promoting pre-primary plurilingual and (inter)cultural education.
"我希望孩子们看到他们的语言受到尊重
随着全球化水平的不断提高,教育领域对理解和欣赏语言与文化多样性的需求也在不断加强。此外,教育机构的指导方针(如联合国,2015b;美国教育部,2017)以及州级学前教育教学标准都要求从幼儿期开始提高对语言、文化和多样性的认识。然而,这方面有限的研究表明,大多数美国学前教师都是单语英语教师(Espinosa & Crandell, 2021)。此外,学前教育课堂中有关语言和文化意识的专业发展和教学计划也很少见(Kearney & Barbour, 2015)。这些观察结果提出了学前教育工作者如何在课堂上促进语言和文化多样性的问题。本研究探讨了美国东北部获得州政府许可的学前学校的世界语言学习实践。我们对 138 名学前教育工作者进行了有关世界语言学习资源、教学方法和课堂实践的在线调查,并对其中 15 名教师进行了半结构化的个别访谈。我们计算了调查项目的频率分布,以确定教师之间的共识或差异,并对开放式调查回答和访谈记录采用了初始、轴向和选择性编码程序(Friedman,2012 年),以确定趋势和提炼主题。调查结果显示,教师们认识到培养语言和文化意识的益处。尽管实施这种教学法的时间、培训和资源有限,但他们还是将不同的语言和文化纳入了教学。我们介绍了他们的做法,尤其侧重于三种不同的方法,并讨论了促进学前多语言和(跨)文化教育的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
0
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