Bilingual children as policy agents : Language policy and education policy in minority language medium Early Childhood Education and Care

A1 Originalartikel i en vetenskaplig tidskrift (referentgranskad)

Interna författare/redaktörer

Publikationens författare: Mari Bergroth, Åsa Palviainen
Förläggare: De Gruyter
Publiceringsår: 2017
Tidskrift: Multilingua
Volym: 36
Nummer: 4
Artikelns första sida, sidnummer: 375
Artikelns sista sida, sidnummer: 399
eISSN: 1613-3684


The current study examines bilingual children as language policy
agents in the interplay between official language policy and education policy
at three Swedish-medium preschools in Finland. For this purpose we monitored
nine Finnish-Swedish bilingual children aged 3 to 5 years for 18 months. The
preschools were located in three different parts of Finland, in milieux with
varying degrees of language dominance. The children were video recorded
during their normal daytime routines in early childhood education and care.
Three types of communicative situations were analyzed: an educator-led small
group activity, free play with friends, and an activity in which one child was
playing alone. Representative dialogs were selected to illustrate the children’s
agency in constructing and enacting bilingual and/or monolingual language
policies. Our analysis shows, firstly, that official national language policies
can be enacted in different ways depending on the wider practice structures of
the site; and, secondly, that each bilingual child has a unique agency and an
active role in the construction of not only the monolingual policy but also a
bilingual policy within the frames of early childhood education and care.


Agency, Early Childhood Education and Care, Education Policy, Language Policy, Preschool

Senast uppdaterad 2019-13-11 vid 05:31