Two languages in the air: a cross-cultural comparison of preschool teachers’ reflections on their flexible bilingual practices

• Asa Palviainen ^[1] ; Ekaterina Protassova ^[2] ; Karita Mard-Miettinen ^[3] ; Mila Schwartz ^[4]
  1. [1] University of Jyväskylä

     University of Jyväskylä

     Jyväskylä, Finlandia

     
  2. [2] University of Helsinki

     University of Helsinki

     Helsinki, Finlandia

     
  3. [3] University of Vaasa

     University of Vaasa

     Vaasa, Finlandia

     
  4. [4] Oranim Academic College of Education

     Oranim Academic College of Education

     Israel

     

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• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 19, Nº. 6, 2016 (Ejemplar dedicado a: 21st Century pre-school bilingual education: Facing advantages and challenges in cross-cultural contexts), págs. 614-630
• Idioma: inglés
• DOI: 10.1080/13670050.2016.1184615
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• Resumen

  • Bilingual preschool education is under researched compared with bilingual school education. There is also a lack of research on bilingual preschool teachers’ agency and how they negotiate between two languages in the classroom. We examined the language practices of five bilingual preschool teachers working within three different socio-linguistic settings, in Finland (Finnish–Swedish and Russian–Finnish contexts) and Israel (an Arabic–Hebrew context) and interviewed the teachers about their use of languages in the classroom. We found that in each context the teachers reported modifications to an initial bilingual education model over time: from a strict separation of languages, to flexible bilingual practices. A thematic analysis of the contents of the teacher reflections as they emerged through interviews revealed five shared categories: (a) the flexible use of two languages; (b) responsible code-switching; (c) contextual and linguistic supports; (d) adjustments for individual children; and (e) role-modelling. Despite the different settings and socio-linguistic conditions, the similarities in teachers’ practices and the rationale they gave for applying flexible bilingual practices were significant. The shared practices across contexts may have important implications for bilingual education.