‘You Dutch, not English’: exploring language education policy in pre-school through researcher-child-relationality

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2023-07-03 DOI:10.1080/17457823.2023.2240464

Mary O. Rickert

引用次数: 0

Abstract

ABSTRACT This paper explores the dynamic and situated nature of language education policy in an Early Childhood Education and Care (ECEC) centre through the lens of researcher-child relationality. Drawing on data from 4.5 months of linguistic ethnographic fieldwork in a pre-school in the Netherlands, one extended play situation that emerged between me as a researcher and a multilingual child is discussed in-depth. During our play, we interrelate with the pre-school’s dominantly monolingual language education policy in multiple ways, ranging from manifesting it to challenging it, while we also constantly relate to the ECEC environment, and each other. Relationality is suggested as a fruitful pathway to understanding processual and dynamic language education policy processes, taking both child agency and researcher agency into account as it constantly emerges and intra-acts.

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“你是荷兰人，不是英国人”：通过研究儿童关系探讨学前语言教育政策

摘要本文从研究人员与儿童的关系角度探讨了幼儿教育中心语言教育政策的动态性和情境性。根据在荷兰一所幼儿园进行的为期4.5个月的语言人种学田野调查的数据，本文深入讨论了我作为研究人员和多语言儿童之间出现的一种扩展游戏情况。在我们的游戏过程中，我们以多种方式与幼儿园主导的单语教育政策相互关联，从表现到挑战，同时我们也不断地与ECEC环境和彼此联系在一起。关系被认为是理解过程性和动态语言教育政策过程的有效途径，同时考虑到儿童主体和研究者主体，因为它们不断出现和在行为中。

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

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.