Children’s agency in interactions: how children use language(s) and contribute to the language ecology in Swiss bilingual German-English daycare centres

References

• Ahearn, L. (2001). Language and agency. Annual Review of Anthropology, 30(1), 109–137. https://doi.org/10.1146/annurev.anthro.30.1.109
   Web of Science ®Google Scholar
• Akbaba, Y. (2014). (Un-)doing ethnicity im Unterricht – Wie Schüler/innen Differenzen markieren und dekonstruieren. In A. Tervooren, N. Engel, M. Göhlich, I. Miethe, & S. Reh (Eds.), Ethnographie und Differenz in pädagogischen Feldern. Transcript Verlag. https://doi.org/10.14361/transcript.9783839422458.275
   Google Scholar
• Almér, E. (2017). Children’s beliefs about bilingualism and language use as expressed in child-adult conversations. Multilingua, 36(4), 401–424. https://doi.org/10.1515/multi-2016-0022
   Web of Science ®Google Scholar
• Becker, A. (2023). Identity, power, and prestige in Switzerland’s multilingual education. Transcript.
   Google Scholar
• Becker, A., & Knoll, A. (2021). Establishing multiple languages in early childhood. Heritage languages and language hierarchies in German-English daycare centers in Switzerland. International Journal of Bilingual Education and Bilingualism, 25(7), 2561–2572. https://doi.org/10.1080/13670050.2021.1932719
   Web of Science ®Google Scholar
• Bergroth, M., & Palviainen, Å. (2017). Bilingual children as policy agents: Language policy and education policy in minority language medium early childhood education and care. Multilingua, 36(4), 375–399. https://doi.org/10.1515/multi-2016-0026
   Web of Science ®Google Scholar
• Biesta, G., & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement (Learning Lives Project Working Paper 5, pp. 3–40).
   Google Scholar
• Boyd, S., Huss, L., & Ottesjö, C. (2017). Children's agency in creating and maintaining language policy in practice in two ‘language profile’ preschools in Sweden. Multilingua, 36, 501–531. https://doi.org/10.1515/multi-2016-0024
   Web of Science ®Google Scholar
• Breidenstein, G., Hirschauer, S., Kalthoff, H., & Nieswand, B. (2013). Ethnografie: Die Praxis der Feldforschung (1. Aufl). UVK UTB.
   Google Scholar
• Cekaite, A., & Evaldsson, A.-C. (2017). Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers. Multilingua, 36(4), 451–475. https://doi.org/10.1515/multi-2016-0020
   Web of Science ®Google Scholar
• Corbin, J. M., & Strauss, A. L. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Sage Publications.
   Google Scholar
• Emirbayer, M., & Mische, A. (1998). What is agency? American Journal of Sociology, 103(4), 962–1023. https://doi.org/10.1086/231294
   Web of Science ®Google Scholar
• García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A. K. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 140–158). Multilingual Matters.
   Google Scholar
• Gogolin, I. (2008). Der monolinguale Habitus der multilingualen Schule. Waxmann-Verlag.
   Google Scholar
• Gort, M., & Pontier, R. W. (2013). Exploring bilingual pedagogies in dual language preschool classrooms. Language and Education, 27(3), 223–245. https://doi.org/10.1080/09500782.2012.697468
   Web of Science ®Google Scholar
• Hult, F. M. (2009). Language ecology and linguistic landscape analysis. In E. Shohamy & D. Gorter (Eds.), Linguistic landscape (pp. 88–103). Routledge.
   Google Scholar
• James, A. (2009). Agency. In J. Qvortrup, W. A. Corsaro, & M. S. Honig (Eds.), The Palgrave handbook of childhood studies (pp. 34–46). Palgrave Macmillan.
   Google Scholar
• Jaspers, J., & Verschueren, J. (2011). Multilingual structures and agencies. Journal of Pragmatics, 43(5), 1157–1160. https://doi.org/10.1016/j.pragma.2010.10.011
   Web of Science ®Google Scholar
• Kirsch, C. (2018). Dynamic interplay of language policies, beliefs and pedagogy in a preschool in Luxembourg. Language and Education, 32(5), 444–461. https://doi.org/10.1080/09500782.2018.1487452
   Web of Science ®Google Scholar
• Knoblauch, H. (2005). Focused ethnography. Forum Qualitative Research, 6(3), Article 3. https://doi.org/10.17169/fqs-6.3.20
   Google Scholar
• Knoll, A., & Kuhn, M. (2022). Distinktive Mehrsprachigkeit. Intersektionale Perspektiven auf institutionelle und elterliche Selektions- und Marginalisierungspraxen in der frühkindlichen Bildung. In C. Machold & R. Bak (Eds.), Kindheit und Kindheitsforschung intersektional denken (pp. 91–105). Springer Nature.
   Google Scholar
• Morton, T., & Evnitskaya, N. (2018). Language alternation in peer interaction in content and language integrated learning (CLIL). In A. Filipi & N. Markee (Eds.), Conversational analysis and language alternation: Capturing transitions in the classroom (pp. 61–82). John Benjamins.
   Google Scholar
• Neumann, S. (2012). Some children are more different than others: Language practices in Luxembourgian nurseries. Qualitative Research Journal, 12(2), 183–192. https://doi.org/10.1108/14439881211248338
   Google Scholar
• Panagiotopoulou, A. (2016). Mehrsprachigkeit in der Kindheit: Perspektiven für die frühpädagogische Praxis. Weiterbildungsinitiative Frühpädagogische Fachkräfte, WiFF Expertisen, Band 46.
   Google Scholar
• Schwartz, M. (2018). Preschool bilingual education: Agency in interactions between children, teachers, and parents. In M. Schwartz (Ed.), Preschool bilingual education: Agency in interactions between children, teachers, and parents (pp. 1–26). Springer.
   Google Scholar
• Schwartz, M., Kirsch, C., & Mortini, S. (2023). Young children's language-based agency in multilingual contexts in Luxembourg and Israel. Applied Linguistics Review, 13(5), 819–841. https://doi.org/10.1515/applirev-2019-0050
   Web of Science ®Google Scholar
• Simoes Lourêiro, K., & Neumann, S. (2020). Young children as actors of institutional language policies and practices in day care centres: Insights from field research in multilingual Luxembourg. European Journal of Applied Linguistics, 8(2), 157–180. https://doi.org/10.1515/eujal-2020-0008
   Web of Science ®Google Scholar
• van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic Publishers.
   Google Scholar
• van Lier, L. (2010). The ecology of language learning: Practice to theory, theory to practice. Procedia – Social and Behavioral Sciences, 3, 2–6. https://doi.org/10.1016/j.sbspro.2010.07.005
   Google Scholar
• van Nijnatten, C. (2013). Children's agency, children's welfare: A dialogical approach to child development, policy and practice. Policy Press.
   Google Scholar
• Varpanen, J. (2019). What is children’s agency? A review of conceptualizations used in early childhood education research. Educational Research Review, 28, Article 100288. https://doi.org/10.1016/j.edurev.2019.100288
   Web of Science ®Google Scholar