TY - JOUR
T1 - The early childhood education and care partnership for bilingualism in minority language schooling: collaboration between bilingual families and pedagogical practitioners
AU - Bergroth, Mari
AU - Palviainen, Åsa
PY - 2016
Y1 - 2016
N2 - Educational partnerships occur at the intersection of early childhood education and care (ECEC), families, and the surrounding community, and have been shown to play a significant role in student success rates in education. There is, however, a gap in research on the role and potential of ‘partnership’ in the case of bilingual families with children enrolled in monolingual minority language ECEC. This study aimed to fill this void by examining parental and practitioner discourses on partnership and on obligations, desires, abilities, and competencies involved in acting on a bilingual childhood in the context of monolingual minority ECEC. Parents in nine Finnish–Swedish bilingual families and six pedagogical practitioners at three Swedish-medium minority language ECEC units in Finland were interviewed. We applied ethnographic discourse analysis – nexus analysis – on the interview data and found that the family languages (Finnish and Swedish) did not seem to be given equal importance; Swedish, the minority language in Finland and the language of the ECEC, was foregrounded at the expense of Finnish. The study suggests that partnership is a useful concept and a tool to understand the possibilities and challenges involved in promoting bilingualism in ECEC, especially in the context of a minority language ECEC.
AB - Educational partnerships occur at the intersection of early childhood education and care (ECEC), families, and the surrounding community, and have been shown to play a significant role in student success rates in education. There is, however, a gap in research on the role and potential of ‘partnership’ in the case of bilingual families with children enrolled in monolingual minority language ECEC. This study aimed to fill this void by examining parental and practitioner discourses on partnership and on obligations, desires, abilities, and competencies involved in acting on a bilingual childhood in the context of monolingual minority ECEC. Parents in nine Finnish–Swedish bilingual families and six pedagogical practitioners at three Swedish-medium minority language ECEC units in Finland were interviewed. We applied ethnographic discourse analysis – nexus analysis – on the interview data and found that the family languages (Finnish and Swedish) did not seem to be given equal importance; Swedish, the minority language in Finland and the language of the ECEC, was foregrounded at the expense of Finnish. The study suggests that partnership is a useful concept and a tool to understand the possibilities and challenges involved in promoting bilingualism in ECEC, especially in the context of a minority language ECEC.
KW - Childhood bilingualism
KW - early childhood education and care
KW - educational partnership
KW - bilingual family
KW - educational practitioners
KW - language policy
UR - https://jyx.jyu.fi/handle/123456789/51157
M3 - Article
SN - 1367-0050
VL - 19
SP - 649
EP - 667
JO - International Journal of Bilingual Education and Bilingualism
JF - International Journal of Bilingual Education and Bilingualism
IS - 6
ER -