Change search
Link to record
Permanent link

Direct link
Novosel, Ylva
Publications (2 of 2) Show all publications
Novosel, Y. (2024). Transspråkandets villkor i en supermångfaldig förskola: En konstruktivistisk grundad teori. (Doctoral dissertation). Stockholm: Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet
Open this publication in new window or tab >>Transspråkandets villkor i en supermångfaldig förskola: En konstruktivistisk grundad teori
2024 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

The aim of the thesis is to examine how preschool children’s translanguaging is performed, and the conditions that enable or limit translanguaging in preschool. Constructivist Grounded Theory (Charmaz 2014a) has been used to code collected data from a superdiverse preschool in a structurally disadvantaged suburb in Sweden, and to generate a provisional theoretical model of how to understand the conditions for translanguaging in this preschool. The following research questions have been posed: How is translanguaging performed in a superdiverse preschool? What are the conditions that enable or limit translanguaging in this preschool? How might a theoretical model on the performances and conditions for translanguaging, based on data from this superdiverse preschool, be constructed as a result of a constructivist grounded theory? The data were gathered in an ethnographic study, where approximately 90 percent of the children were multilingual. Seven multilingual children aged 1 to 5 years were shadowed during an intense 12-week period, during their first semester at preschool; initially doing fieldnotes, succeeded by six weeks of video-recordings. The children had different family languages (i.e. mother tongue) and were all emerging bilinguals, and thus new to the Swedish language. In line with definitions of translanguaging, I have coded the data from a multimodal view of language. This means observing body language, facial expressions, gaze, sounds, and the use of aesthetic ways of expressing yourself while drawing, moving your body, etc. as a part of what the Swedish preschool curriculum calls aesthetic expressions.  

The results show that children translanguage by using their entire repertoire of verbal and non-verbal communication. Younger (1–3-year-old) children’s multimodal repertoire is more enhanced and supported by adults and other children. Older children (3–5-year-old) are expected to, but also more likely to use verbal language (Swedish, English or their family language). However, they are also often misunderstood, due to expectations when the verbal language is failing them. The study shows that translanguaging is conditioned by a complex mix of space-time and concrete-abstract dependent factors. These factors are: the didactic situation of play, care or teaching, material artefacts in environment, and notions, expectations and reception expressed by educators and other children. Especially strong are the expectations tied to the child’s age and its prior experiences of expressing itself verbally, bodily or in other ways. The results suggest that the openness in attitude, reception, response and expectations shown by adults and other children towards the youngest children while translanguaging, would greatly benefit older children as well. The study concludes that more knowledge about translanguaging in its wider definition, which also includes working with the possibilities afforded by aesthetic expressions, is beneficial for all children to enhance their communication, language development and multicultural identity-formation in accordance with the stipulated aims of the preschool curriculum. 

Place, publisher, year, edition, pages
Stockholm: Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet, 2024. p. 255
Keywords
Translanguaging, Non-verbal communication, Preschool children, Constructivist Grounded Theory, Superdiversity, Multilingualism, transspråkande icke-verbal kommunikation, förskolebarn, konstruktivistisk grundad teori, supermångfald, flerspråkighet
National Category
Didactics
Research subject
Early Childhood Education
Identifiers
urn:nbn:se:su:diva-228525 (URN)978-91-8014-801-6 (ISBN)978-91-8014-802-3 (ISBN)
Public defence
2024-06-12, sal 110 (Aula/Hörsal), Frescati backe, Svante Arrheniusväg 21 A, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2024-05-20 Created: 2024-04-22 Last updated: 2024-05-13Bibliographically approved
Novosel, Y. & Dahlberg, G. (2021). Translanguaging: An Expanded Notion Involving Affect and Vitality. International Critical Childhood Policy Studies Journal, 8(1), 35-46
Open this publication in new window or tab >>Translanguaging: An Expanded Notion Involving Affect and Vitality
2021 (English)In: International Critical Childhood Policy Studies Journal, E-ISSN 2168-9660, Vol. 8, no 1, p. 35-46Article in journal (Refereed) Published
Abstract [en]

During recent years, the concept of translanguaging has increasingly been discussed in the context of multilingualism. According to García and Li this concept includes other modalities, such as body language and facial expressions (2014). In this article we explore whether it is possible to expand the concept of translanguaging further to include “affect” and “vitality” as conceptualized by Daniel N. Stern (2010). To explore this issue, we used two short episodes in which we captured the interactional processes of one-year-olds on film. In line with Stern, we propose the interactions between the children show a kind of non-conscious meaning-making and implicit relational knowing, involving a felt quality of affect and vitality that promotes the children’s abilities to participate, and their attunement to the affective states and rhythms of others (Lyons-Ruth, Bruschweiler-Stern, Harrison, Morgan, Nahum, Sander, Stern, & Tronick, 1998, Lyons-Ruth, 2000; Stern, 2010). This concept of affect and vitality expands the notion of translanguaging, as well as paving the way for what Erin Manning (2013, 2016) and Isabelle Stengers have called an “ecology of practices” (2005).

Keywords
Translanguaging in Preschool, Affect, Vitality
National Category
Didactics
Research subject
Early Childhood Education
Identifiers
urn:nbn:se:su:diva-162475 (URN)
Available from: 2018-11-28 Created: 2018-11-28 Last updated: 2024-05-02Bibliographically approved
Organisations

Search in DiVA

Show all publications