Language policies and practices in early childhood education: perspectives across European migration societies. Introduction to the special issue

References

• Aguiar, C., Silva, C. S., Guerra, R., Rodrigues, R. B., Ribeiro, L. A., Pastori, G., & Leseman, P. (2020). Early interventions tackling inequalities experienced by immigrant, low-income, and Roma children in 8 European countries: A critical overview. European Early Childhood Education Research Journal, 28(1), 58–76. https://doi.org/10.1080/1350293X.2020.1707363
   Web of Science ®Google Scholar
• Allan, K., & McElhinny, B. (2017). Neoliberalism, language, and migration. In S. Canagarajah (Ed.), The Routledge handbook of migration and language (pp. 79–101). Routledge.
   Google Scholar
• Androutsopoulos, J. (2018). Gesellschaftliche Mehrsprachigkeit. In E. Neuland & P. Schlobinski (Eds.), Handbuch Sprache in sozialen Gruppen (pp. 193–217). De Gruyter. https://doi.org/10.1515/9783110296136-010
   Google Scholar
• Anzures Tapia, A. (2020). The promise of language planning in indigenous early childhood education in Mexico [Dissertation].
   Google Scholar
• Asker, A., & Martin-Jones, M. (2013). ‘A classroom is not a classroom if students are talking to me in berber’: Language ideologies and multilingual resources in secondary school English classes in Libya. Language and Education, 27(4), 343–355. https://doi.org/10.1080/09500782.2013.788189
   Web of Science ®Google Scholar
• Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy. Policy enactments in secondary schools. Routledge. https://doi.org/10.4324/9780203153185
   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), 4. https://doi.org/10.1515/multi-2016-0026
   Web of Science ®Google Scholar
• Bonacina-Pugh, F. (2012). Researching ‘practiced language policies’: Insights from conversation analysis. Language Policy, 11(3), 213–234. https://doi.org/10.1007/s10993-012-9243-x
   Web of Science ®Google Scholar
• Braun, V, & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• Chaparro, S. (2020). School, parents, and communities: Leading parallel lives in a two-way immersion program. International Multilingual Research Journal, 14(1), 41–57. https://doi.org/10.1080/19313152.2019.1634957
   Web of Science ®Google Scholar
• Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. SAGE.
   Google Scholar
• Copland, F, & Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data. SAGE. https://doi.org/10.4135/9781473910607
   Google Scholar
• Diehm, I., & Magyar-Haas, V. (2011). (Sprachliche) Bildung und Befähigung: Reichweite und Leistungsfähigkeit des Capability Approach für die Pädagogik der frühen Kindheit. In L. Ludwig, H. Luckas, F. Hamburger, & S. Aufenanger (Eds.), Bildung in der Demokratie II. Tendenzen - Diskurse - Praktiken (pp. 217–228). Barbara Budrich.
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. https://doi.org/10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• Flubacher, M.-C. (2021). The ‘politics of speed’ and language integration policies: On recent developments in Austria. International Journal of Bilingual Education and Bilingualism, 1–11. https://doi.org/10.1080/13670050.2021.1954387
   Web of Science ®Google Scholar
• Glaser, B., & Strauss, A. L. (1967). Discovery of grounded theory. Strategies for qualitative research. Aldine.
   Google Scholar
• Heinemann, A. M. B. (2017). The making of ‘good citizens’: German courses for migrants and refugees. Studies in the Education of Adults, 49(2), 177–195. https://doi.org/10.1080/02660830.2018.1453115
   Web of Science ®Google Scholar
• Heller, M. (2006). Linguistic minorities and modernity: A sociolinguistic ethnography (2nd ed.), Advances in sociolinguistics. Continuum.
   Google Scholar
• Heller, M. (2007). Bilingualism as ideology and practice. In M. Heller (Ed.), Bilingualism: A social approach (pp. 1–22). Palgrave Macmillan.
   Google Scholar
• Heller, M., Pietikainen, S., & Pujolar, J. (Eds.). (2018). Critical sociolinguistic research methods: Studying language issues that matter. Taylor and Francis. https://ebookcentral.proquest.com/lib/kxp/detail.action?docID=4913023
   Google Scholar
• Hornberger, N. H., Tapia, A. A., Hanks, D. H., Dueñas, F. K., & Lee, S. (2018). Ethnography of language planning and policy. Language Teaching, 51(2), 152–186. https://doi.org/10.1017/S0261444817000428
   Web of Science ®Google Scholar
• Jaffe, A. (1999). Ideologies in action: Language politics on corsica. Language, power and social process (Vol. 3). De Gruyter.
   Google Scholar
• Johnson, D. C. (2013). Positioning the language policy arbiter. In J. W. Tollefson (Ed.), Language policies in education: Critical issues (2nd ed., pp. 116–136). Taylor and Francis.
   Google Scholar
• Johnson, D. C., & Johnson, E. J. (2015). Power and agency in language policy appropriation. Language Policy, 14(3), 221–243. https://doi.org/10.1007/s10993-014-9333-z
   Web of Science ®Google Scholar
• Kamerman, S. B. (2000). Early childhood education and care: an overview of developments in the OECD countries. International Journal of Educational Research, 33(1), 7–29. https://doi.org/10.1016/S0883-0355(99)00041-5
   Google Scholar
• Kämpfe, K., Betz, T., & Kucharz, D. (2021). Wirkungen von Fortbildungen zur Sprachförderung für pädagogische Fach- und Lehrkräfte. Zeitschrift Für Erziehungswissenschaft, 24(4), 909–932. https://doi.org/10.1007/s11618-021-01034-3
   Google Scholar
• Kelle, H. (2015). School entry proceedings as organisational practices. In S. Bollig, M.-S. Honig, S. Neumann, & C. Seele (Eds.), MultiPluriTrans in educational ethnography (pp. 175–194). transcript. https://doi.org/10.1515/9783839427729-009
   Google Scholar
• Kirsch, C., & Bergeron-Morin, L. (2023). Educators, parents and children engaging in literacy activities in multiple languages: An exploratory study. International Journal of Multilingualism, 20(4). Advance online publication. https://doi.org/10.1080/14790718.2023.2195658
   Google Scholar
• Knoll, A., & Becker, A. (2023). Children’s agency in interactions: How children use language(s) and contribute to the language ecology in Swiss bilingual German-English daycare centres. International Journal of Multilingualism, 20(4). Advance online publication. https://doi.org/10.1080/14790718.2023.2225857
   Google Scholar
• Krompák, E. (2023). Agency in language policies and practices: A response to multilingual early childhood education and care – Commentary on the special issue “Language Policies and Practices in Early Childhood education: Perspectives across European Migration Societies”. International Journal of Multilingualism, 20(4). Advance online publication. https://doi.org/10.1080/14790718.2023.2262351
   Google Scholar
• Leone-Pizzighella, A. R. (2022). Displaying double-voiced expertise in a ‘difficult’ class. Linguistics and Education, 72, 101033. https://doi.org/10.1016/j.linged.2022.101033
   Web of Science ®Google Scholar
• Machold, C. (2015). Wie Individuen zu‚ ethnisch anderen‘ Kindern werden. Ethnizitätsrelevante Unterscheidungspraktiken in Kindertagesstätten und ihr Beitrag zur (Re-)Produktion von Ungleichheit. Soziale Passagen, 7(1), 35–50. https://doi.org/10.1007/s12592-015-0185-y
   Google Scholar
• Makoni, S. B., Dube, B., & Mashiri, P. (2006). Zimbabwe colonial and post-colonial language policy and planning practices. Current Issues in Language Planning, 7(4), 377–414. https://doi.org/10.2167/cilp108.0
   Google Scholar
• Mar-Molinero, C., & Stevenson, P. (2006). Language and globalization. Language ideologies, policies and practices: Language and the future of Europe. Palgrave Macmillan.
   Google Scholar
• Martin-Jones, M. (2011). Languages, texts, and literacy practices: An ethnographic lens on bilingual vocational education in Wales. In T. L. McCarty (Ed.), Ethnography and language policy (pp. 231–254). Routledge.
   Google Scholar
• Mecheril, P. (2018). Orders of belonging and education: Migration pedagogy as criticism. In D. Bachmann-Medick, & J. Kugele (Eds.), Concepts for the study of culture: Volume 7. Migration: Changing concepts, critical approaches (pp. 121–138). De Gruyter.
   Google Scholar
• Menken, K., & García, O. (2010). Introduction. In K. Menken & O. García (Eds.), Negotiating language policies in schools. Educators as policymakers (pp. 1–10). Routledge.
   Google Scholar
• Michel, M. C., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1–26. https://doi.org/10.1515/eujal-2014-0005
   Google Scholar
• Panagiotopoulou, A., & Krompák, E. (2014). Ritualisierte mehrsprachigkeit und umgang mit schweizerdeutsch in vorschulischen bildungseinrichtungen. In S. Rühle, A. Müller, & P. D. T. Knobloch (Eds.), Mehrsprachigkeit – diversität – internationalität: Erziehungswissenschaft im transnationalen bildungsraum (pp. 51–70). Waxmann.
   Google Scholar
• Panagiotopoulou, A., & Uçan, Y. (2023). Dynamic multilingualism of (newly migrated) refugee families meets monolingual language policy in German ECE institutions. International Journal of Multilingualism, 20(4). Advance online publication. https://doi.org/10.1080/14790718.2023.2239286
   Google Scholar
• Platzgummer, V. (2021). Positioning the self. A subject-centred perspective on adolescents’ linguistic repertoires and language ideologies in South Tyrol. Universität Wien.
   Google Scholar
• Ricento, T. (2000). Historical and theoretical perspectives in language policy and planning. Journal of Sociolinguistics, 4(2), 196–213. https://doi.org/10.1111/1467-9481.00111
   Google Scholar
• Ricento, T., & Hornberger, N. H. (1996). Unpeeling the Onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427. https://doi.org/10.2307/3587691
   Web of Science ®Google Scholar
• Rickert, M. (2023). ‘You don’t know how to say cow in Polish’. Co-creating and navigating language ideological assemblages in a linguistically diverse kindergarten in Germany. International Journal of Multilingualism, 20(4). Advance online publication. https://doi.org/10.1080/14790718.2023.2224012
   Google Scholar
• Samuelson, B. L., & Freedman, S. W. (2010). Language policy, multilingual education, and power in Rwanda. Language Policy, 9(3), 191–215. https://doi.org/10.1007/s10993-010-9170-7
   Web of Science ®Google Scholar
• Saxena, M., & Martin-Jones, M. (2013). Multilingual resources in classroom interaction: Ethnographic and discourse analytic perspectives. Language and Education, 27(4), 285–297. https://doi.org/10.1080/09500782.2013.788020
   Web of Science ®Google Scholar
• Schnitzer, A. (2015). Mehrsprachigkeit als soziale Praxis. (Re-)Konstruktionen von Differenz und Zugehörigkeit unter Jugendlichen im mehrsprachigen Kontext. Bildungssoziologische Beiträge [1 Online-Ressource (372 Seiten)]. Beltz/Juventa
   Google Scholar
• Scollon, R., & Scollon, S. (2004). Nexus analysis: Discourse and the emerging internet. Routledge. https://doi.org/10.4324/9780203694343
   Google Scholar
• Sollid, H., Hiss, F., & Pesch, A. M. (2023). Learnings from/about diversity in space and time: Discursive constructions in the semiotic landscape of a teacher education building in Norway. International Journal of Multilingualism, 20(4). https://doi.org/10.1080/14790718.2023.2216017
   Google Scholar
• Spolsky, B. (2009). Language management. Cambridge University Press.
   Google Scholar
• Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. SAGE.
   Google Scholar
• Thoma, N. (2018). Sprachbiographien in der migrationsgesellschaft. Eine rekonstruktive studie zu bildungsverläufen von germanistikstudent*innen. transcript.
   Google Scholar
• Thoma, N., & Platzgummer, V. (2023). “It’s a bit contradictory”: Teachers’ stances to (practiced) language policies in German-language ECEC in Italy. International Journal of Multilingualism, 20(4). Advance online publication. https://doi.org/10.1080/14790718.2023.2237061
   Google Scholar
• Tkachenko, E., Romøren, A. S. H., & Garmann, N. G. (2021). Translanguaging strategies in superdiverse mainstream Norwegian ECEC: Opportunities for home language support. Journal of Home Language Research, 4(1), 1–13, Article 1. https://doi.org/10.16993/jhlr.41
   Google Scholar
• Tollefson, J. W. (1991). Planning language, planning inequality. Longman.
   Google Scholar
• Zettl, E. (2019). Mehrsprachigkeit und Literalität in der Kindertagesstätte. Springer VS. https://doi.org/10.1007/978-3-658-27031-5
   Google Scholar
• Zettl, E. (2023). Forbidding and valuing home languages – divergent practices and policies in a German nursery school. International Journal of Multilingualism, 1–16. Advance online publication. https://doi.org/10.1080/14790718.2023.2253266
   Web of Science ®Google Scholar