冰岛幼儿园双语和多语言儿童参与情况展望

IF 1 Q2 LINGUISTICS
AILA Review Pub Date : 2019-12-31 DOI:10.1075/aila.00024.rag
H. Ragnarsdóttir
{"title":"冰岛幼儿园双语和多语言儿童参与情况展望","authors":"H. Ragnarsdóttir","doi":"10.1075/aila.00024.rag","DOIUrl":null,"url":null,"abstract":"Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.","PeriodicalId":45044,"journal":{"name":"AILA Review","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland\",\"authors\":\"H. Ragnarsdóttir\",\"doi\":\"10.1075/aila.00024.rag\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.\",\"PeriodicalId\":45044,\"journal\":{\"name\":\"AILA Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.0000,\"publicationDate\":\"2019-12-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"AILA Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1075/aila.00024.rag\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"AILA Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1075/aila.00024.rag","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 2

摘要

摘要近年来,冰岛幼儿园儿童的文化和语言多样性迅速增长(Reykjavikurborg,Skola-og fristundasvi,2017;冰岛统计局,2017),给幼儿园带来了挑战。本文的主要目的是探讨冰岛三所幼儿园的校长、幼儿园教师和家长如何在幼儿园中体验多样性、包容性和参与性,以及哪些学习空间和教育实践似乎有助于他们的孩子参与。该论文基于北欧研究项目“包容和社会正义的学习空间:四个北欧国家移民学生和学校社区的成功故事”(2013-2015)的数据,其目的是从不同层次的个别移民学生和整个学校社区的成功故事中吸取教训,这些学生和社区成功地发展了公平和社会公正的学习环境(Ragnarsdottir,2015;Ragnarsbottir和Kulbrandstad,2018)。在三所幼儿园进行了案例研究,包括对幼儿园教师、校长和家长的半结构化访谈以及观察(Flick,2006;Kvale,2007)。研究结果表明,幼儿园已经制定了各种包容和赋权的教育实践,以应对日益增长的多样性。然而,调查结果中出现了一些挑战,包括良好做法缺乏可持续性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland
Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavikurborg, Skola- og fristundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdottir, 2015; Ragnarsdottir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
AILA Review
AILA Review LINGUISTICS-
CiteScore
1.20
自引率
0.00%
发文量
9
期刊介绍: AILA Review is a refereed publication of the Association Internationale de Linguistique Appliquée, an international federation of national associations for applied linguistics. All volumes are guest edited. As of volume 16, 2003, AILA Review is published with John Benjamins. This journal is peer reviewed and indexed in: Scopus
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信