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Förskollärarnas yrkesidentitet och deras praktiska arbete med flerspråkiga barns språkutveckling (Pre-school teachers’ professional identity and their practical work with multilingual children’s language development)
Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Lund University. (Kriminal- och socialvetenskapligt nätverk; Institutet för kunskaps- och metodutveckling inom ungdoms- och missbruksvård (IKM); Centrum för specialpedagogisk forskning (CSF))ORCID iD: 0000-0001-6151-0934
Sunnerbogymnasiet, Ljungby.
Sunnerbogymnasiet, Ljungby.
2018 (Swedish)Conference paper, Oral presentation only (Refereed)
Abstract [sv]

Syftet med studien är att analysera förskollärares berättelser om sitt praktiska arbete med flerspråkiga barns språkutveckling. Studiens analys utgår från sekundärempiriskt material (empiriska sekvenser från redan publicerade kvalitativa analyser). Preliminär analys visar att förskollärare i sina berättelser betonar betydelsen av vardagliga praktiska interaktioner för flerspråkiga barns språkutveckling. De interaktioner som återges i berättelserna gäller lek, matintag, av- och påklädning, bilder och böcker. I dessa berättelser presenterar sig förskollärarna som kompetenta aktörer som bygger på sin kompetens, bland annat genom interaktion med flerspråkiga barn. På så sätt blir interaktionen med flerspråkiga barn en grundläggande dimension för skapande och återskapande av förskollärarnas yrkesidentitet. Metodologiskt diskuteras behov av insamling och analys av primäretnografiskt empiriskt material i form av intervjuer, fältanteckningar och dokument från förskolepraktiken.

Abstract [en]

The purpose of this study is to analyse pre-school teachers’ narratives about their practical work with multilingual children’s language development. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Preliminary analysis shows that pre-school teachers in their narratives emphasise the importance of everyday practical interactions for multilingual children's language development. Interactions that are described in the narratives refer to playing, food intake, putting on and taking off clothes, pictures and books. In these narratives the pre-school teachers present themselves as competent actors based on their expertise, among other things through interaction with multilingual children. This makes interaction with multilingual children a fundamental dimension for creating and re-creating pre-school teachers’ professional identity. From a methodological aspect, the need to collect and analyse primary ethnographic empirical material in the form of interviews, field notes and documents from pre-school practice is discussed.

Place, publisher, year, edition, pages
2018. p. 9-9
Keywords [en]
professional identity, multilingual children, pre-school, language learning, language development, interaction
Keywords [sv]
professionell identitet, flerspråkiga barn, förskola, språkinlärning, språkutveckling, interaktion
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology) Learning Pedagogy Pedagogical Work
Research subject
Education, Social Pedagogy; Education, Special Education; Pedagogics and Educational Sciences, Education; Sociology, Sociology Education
Identifiers
URN: urn:nbn:se:lnu:diva-71600OAI: oai:DiVA.org:lnu-71600DiVA, id: diva2:1191803
Conference
Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish Sociological Association, Lund, Sweden (20180307-20180309).
Available from: 2018-03-20 Created: 2018-03-20 Last updated: 2018-10-30Bibliographically approved

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Basic, Goran

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
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More styles
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  • de-DE
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Output format
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