Linguistic norms in preschool education: A critical perspective

The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite...

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Autores principales:	Åsa Wedin, Jenny Rosén
Formato:	article
Lenguaje:	EN NO SV
Publicado:	University of Oslo Library 2021
Materias:	Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/c2e26bdec2bd465dbefb241d93e45ec6
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spelling	oai:doaj.org-article:c2e26bdec2bd465dbefb241d93e45ec62021-11-12T14:17:52ZLinguistic norms in preschool education: A critical perspective 10.5617/adno.83612535-8219https://doaj.org/article/c2e26bdec2bd465dbefb241d93e45ec62021-11-01T00:00:00Zhttps://journals.uio.no/adnorden/article/view/8361https://doaj.org/toc/2535-8219 The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schools Åsa WedinJenny RosénUniversity of Oslo LibraryarticleSpecial aspects of educationLC8-6691ENNOSVActa Didactica Norden, Vol 15, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN NO SV
topic	Special aspects of education LC8-6691
spellingShingle	Special aspects of education LC8-6691 Åsa Wedin Jenny Rosén Linguistic norms in preschool education: A critical perspective
description	The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schools
format	article
author	Åsa Wedin Jenny Rosén
author_facet	Åsa Wedin Jenny Rosén
author_sort	Åsa Wedin
title	Linguistic norms in preschool education: A critical perspective
title_short	Linguistic norms in preschool education: A critical perspective
title_full	Linguistic norms in preschool education: A critical perspective
title_fullStr	Linguistic norms in preschool education: A critical perspective
title_full_unstemmed	Linguistic norms in preschool education: A critical perspective
title_sort	linguistic norms in preschool education: a critical perspective
publisher	University of Oslo Library
publishDate	2021
url	https://doaj.org/article/c2e26bdec2bd465dbefb241d93e45ec6
work_keys_str_mv	AT asawedin linguisticnormsinpreschooleducationacriticalperspective AT jennyrosen linguisticnormsinpreschooleducationacriticalperspective
_version_	1718430395995783168

Linguistic norms in preschool education: A critical perspective

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