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Post-human Translanguaging: Multilingual Children's Improvising with Word and World
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
(English)Manuscript (preprint) (Other academic)
Abstract [en]

Bilingualism is becoming more and more common in Swedish preschools. Although the Swedish preschool curriculum states that children with a mother tongue other than Swedish should be given the opportunity to develop both the Swedish language and their mother tongue (Curriculum for the pre-school: Lpfö 98, 1998); monolingualism, as normal educational practice, is still a reality in many preschools. The theoretical starting points for this article are the theories of translanguaging, as well as a post-human perspective, since it aims to explore the possibilities of expanding the concept of translanguaging to include aspects of materiality. The data presented here were gathered through an ethnographic study of a preschool, where seven multilingual children were shadowed. For this particular article, two excerpts where children play with phones were analysed. The results show how both humans and more-than-humans take part in the dialogue and produce a virtual space that is open and generative. We conclude that preschool teachers should recognize and encourage children’s play with words and world and refrain from corrections. 

Keywords [en]
Translanguaging, Preschool, Post-humanism, Virtual Space
National Category
Didactics
Research subject
Early Childhood Education
Identifiers
URN: urn:nbn:se:su:diva-162474OAI: oai:DiVA.org:su-162474DiVA, id: diva2:1266433
Available from: 2018-11-28 Created: 2018-11-28 Last updated: 2019-01-09Bibliographically approved

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Novosel, YlvaSaar, Tomas
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