Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2023-12-01 DOI:10.1016/j.linged.2022.101125
Mila Schwartz , Hanna Ragnarsdóttir , Nurit Kaplan Toren , Orit Dror
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引用次数: 2

Abstract

Educators and researchers increasingly recognize the impact of teachers’ agency on language education policy enactment in their classrooms. The study is aimed to conduct cross-cultural comparisons of Israeli and Icelandic teachers regarding their agency towards linguistically and culturally diverse children in a preschool context. We conducted semi-structured interviews with 11 selected teachers who had rich pedagogical experience in educating children with immigrant background. In both countries, we found that teachers’ agency was expressed on continuums from teachers’ proactivity to teachers' passiveness regarding linguistically and culturally diverse teaching; from perception of home language as a resource to viewing it as a barrier to the child's progress in the societally dominant language; and from equal relationships to teacher-parents’ hierarchical relationships. Despite historical and socio-cultural differences between the two countries, we found striking similarities between the teachers in their reports on classroom management of diversity and interactions with children and families.

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更好地理解多语言多元文化课堂中的幼儿教师代理:冰岛和以色列教师的跨国比较
教育工作者和研究人员越来越认识到教师的能动性对其课堂语言教育政策制定的影响。本研究旨在对以色列和冰岛教师在学前教育环境中对语言和文化多元化儿童的影响进行跨文化比较。我们选取了 11 名在教育具有移民背景的儿童方面具有丰富教学经验的教师进行了半结构式访谈。我们发现,在这两个国家,教师的能动性表现在以下几个方面:从教师的积极主动到教师对语言和文化多样性教学的被动;从将家庭语言视为一种资源到将其视为儿童在社会主导语言方面取得进步的障碍;从平等关系到教师与家长的等级关系。尽管两国在历史和社会文化方面存在差异,但我们发现,教师们在课堂多元化管理以及与儿童和家庭互动方面的报告有着惊人的相似之处。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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