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14 - Belonging

from Part II - Pedagogy in Interaction

Published online by Cambridge University Press:  16 June 2022

By
Polly Björk-willén
Edited by
Amelia Church  and
Amanda Bateman
Amelia Church
Affiliation:
University of Melbourne
Amanda Bateman
Affiliation:
Swansea University
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Summary

In this chapter, we review some of the most commonly invoked educational challenges of working with children who are bilingual or multilingual and point to their moorings in a normative, strictly monolingual perspective – a monolingual bias. We then move on to present an alternative, and radically social, understanding of childhood multilingualism firmly based in the growing body of CA-oriented studies of bi- and multilingual interaction in early childhood education settings. Drawing on data from different educational contexts, we examine the manifold ways that participants make use of language alternation, showing how the availability of more than one language can be used productively, as a resource that supports learning. We round off the chapter by highlighting some implications for educators who work with multilingual children. Although the extracts provided in the text are taken from settings where both teacher and children share more than one language, the affordances we discuss will be of relevance to educators who do not have access to children’s first language.

Keywords

language alternationlanguage policymonolingual biasmultilingual classroomsteacher-student interaction
Type
Chapter
Information
Talking with Children
A Handbook of Interaction in Early Childhood Education
 , pp. 286 - 306
Publisher: Cambridge University Press
Print publication year: 2022

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