双语幼儿教育中的多模态、具体化和语言学习:瑞典-英语学龄前儿童的英语技能培养实践

IF 2 3区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Olga Anatoli
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引用次数: 0

摘要

幼儿教育和护理机构(ECEC)是儿童学习和发展的重要环境,但除了教师主导的教育活动或儿童同伴游戏之外,对ECEC环境中的语言支持互动知之甚少。本研究以瑞典语-英语双语学前班为研究对象,将注意力集中在过渡活动期间的师生互动,这是一种情境学习和实践任务技能培养的空间,例如穿衣或清洁。具体而言,该研究描述了教师和幼儿(1-2岁和3 - 4岁)如何在一名教师/一种语言政策下参与具体化的教学交流。这项研究是基于对瑞典民族志田野调查期间收集的录像进行的多模式对话分析。分析揭示了教师在指导和支撑儿童行为、在机构互动例程中社会化儿童以及在两种语言中塑造语言模式方面的体现策略和言语策略。分析描述了幼儿作为实践社区和语言学习生态中的代理成员如何参与技能实践。该研究支持了关于儿童参与、具体技能发展和语言学习之间关系的研究,并强调了在ECEC中日常接触的教学价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Multimodality, embodiment, and language learning in bilingual early childhood education: Enskilment practices in a Swedish–English preschool
Institutions of early childhood education and care (ECEC) constitute an important environment for children's learning and development, yet little is known about language-supportive interactions in ECEC settings beyond teacher-led educational activities or children's peer play. This study on a bilingual Swedish–English preschool draws attention to teacher–child interactions during transitional activities as a space for situated learning and enskilment in practical tasks, e.g., dressing or cleaning. Specifically, the study describes how teachers and young children (1–2- and 3–4-year-olds) participate in embodied instructional exchanges amid a one-teacher/one-language policy. The study is based on multimodal conversation analysis of video-recordings collected during ethnographic fieldwork in Sweden. The analysis reveals the teachers' embodied and verbal strategies for instructing and scaffolding children's actions, socializing the children in the institutional interactional routines, and modeling linguistic patterns in two languages. The analysis describes how young children participate in the enskilment practices as agentive members in the preschool as a community of practice and a language learning ecology. The study supports research on the connection between children's participation, the development of embodied skills, and language learning, and highlights the pedagogical value of mundane encounters in ECEC.
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来源期刊
Learning Culture and Social Interaction
Learning Culture and Social Interaction EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
10.50%
发文量
50
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