Longing for quality: Experiences of Finnish-Russian bilingual kindergarten in Finland

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

Abstract

In retrospect, the experience of a Finnish-Russian bilingual day care center in Helsinki shows that educational policy, political situation, and composition of the children's groups and staff are factors influencing the flexible linguistic strategies of the teachers and their attitudes toward children with various family linguistic backgrounds (Finnish-speaking, Russian-speaking, bilingual, or multilingual). From the very beginning (in 1990), there have been three linguistic roles among the staff: Finnish-speaking, Russian-speaking, and bilingual. This enables the staff to switch between languages without mixing them, and to intervene in the language appropriate to each situation. Bilingual adults serve as examples for children who acquire both languages simultaneously. The strategies of the staff include languaging and translanguaging. Encounters during routines, organized activities, and spontaneous play happen in different languages and contribute to enhance their use and to enlarge vocabulary and understanding. Children who continue to study at the nearby Finnish-Russian school show good results in both languages.
Original languageEnglish
Title of host publicationPreschool Binlingual Education : Agency in Interactions Between Children, teachers, and Parents
EditorsMila Schwartz
Number of pages28
Place of PublicationCham
PublisherSpringer
Publication date2018
Pages135-162
ISBN (Print)978-3-319-77227-1
ISBN (Electronic)978-3-319-77228-8
DOIs
Publication statusPublished - 2018
MoE publication typeA3 Book chapter

Publication series

NameMultilingual Education
Volume25
ISSN (Print)2213-3208

Fields of Science

  • 6121 Languages
  • 2ND-LANGUAGE ACQUISITION
  • language
  • IMMERSION
  • PERSPECTIVE
  • EDUCATION
  • AGE
  • CONSTRAINTS
  • CLASSROOM
  • POLICY
  • 516 Educational sciences

Cite this

Protassova, E. (2018). Longing for quality: Experiences of Finnish-Russian bilingual kindergarten in Finland. In M. Schwartz (Ed.), Preschool Binlingual Education: Agency in Interactions Between Children, teachers, and Parents (pp. 135-162). (Multilingual Education; Vol. 25). Cham: Springer . https://doi.org/10.1007/978-3-319-77228-8_5
Protassova, Ekaterina. / Longing for quality : Experiences of Finnish-Russian bilingual kindergarten in Finland. Preschool Binlingual Education: Agency in Interactions Between Children, teachers, and Parents. editor / Mila Schwartz. Cham : Springer , 2018. pp. 135-162 (Multilingual Education).
@inbook{7b641340b70f41fdaafe87640a8a43a3,
title = "Longing for quality: Experiences of Finnish-Russian bilingual kindergarten in Finland",
abstract = "In retrospect, the experience of a Finnish-Russian bilingual day care center in Helsinki shows that educational policy, political situation, and composition of the children's groups and staff are factors influencing the flexible linguistic strategies of the teachers and their attitudes toward children with various family linguistic backgrounds (Finnish-speaking, Russian-speaking, bilingual, or multilingual). From the very beginning (in 1990), there have been three linguistic roles among the staff: Finnish-speaking, Russian-speaking, and bilingual. This enables the staff to switch between languages without mixing them, and to intervene in the language appropriate to each situation. Bilingual adults serve as examples for children who acquire both languages simultaneously. The strategies of the staff include languaging and translanguaging. Encounters during routines, organized activities, and spontaneous play happen in different languages and contribute to enhance their use and to enlarge vocabulary and understanding. Children who continue to study at the nearby Finnish-Russian school show good results in both languages.",
keywords = "6121 Languages, 2ND-LANGUAGE ACQUISITION, language, IMMERSION, PERSPECTIVE, EDUCATION, AGE, CONSTRAINTS, CLASSROOM, POLICY, 516 Educational sciences",
author = "Ekaterina Protassova",
year = "2018",
doi = "10.1007/978-3-319-77228-8_5",
language = "English",
isbn = "978-3-319-77227-1",
series = "Multilingual Education",
publisher = "Springer",
pages = "135--162",
editor = "Mila Schwartz",
booktitle = "Preschool Binlingual Education",
address = "International",

}

Protassova, E 2018, Longing for quality: Experiences of Finnish-Russian bilingual kindergarten in Finland. in M Schwartz (ed.), Preschool Binlingual Education: Agency in Interactions Between Children, teachers, and Parents. Multilingual Education, vol. 25, Springer , Cham, pp. 135-162. https://doi.org/10.1007/978-3-319-77228-8_5

Longing for quality : Experiences of Finnish-Russian bilingual kindergarten in Finland. / Protassova, Ekaterina.

Preschool Binlingual Education: Agency in Interactions Between Children, teachers, and Parents. ed. / Mila Schwartz. Cham : Springer , 2018. p. 135-162 (Multilingual Education; Vol. 25).

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review

TY - CHAP

T1 - Longing for quality

T2 - Experiences of Finnish-Russian bilingual kindergarten in Finland

AU - Protassova, Ekaterina

PY - 2018

Y1 - 2018

N2 - In retrospect, the experience of a Finnish-Russian bilingual day care center in Helsinki shows that educational policy, political situation, and composition of the children's groups and staff are factors influencing the flexible linguistic strategies of the teachers and their attitudes toward children with various family linguistic backgrounds (Finnish-speaking, Russian-speaking, bilingual, or multilingual). From the very beginning (in 1990), there have been three linguistic roles among the staff: Finnish-speaking, Russian-speaking, and bilingual. This enables the staff to switch between languages without mixing them, and to intervene in the language appropriate to each situation. Bilingual adults serve as examples for children who acquire both languages simultaneously. The strategies of the staff include languaging and translanguaging. Encounters during routines, organized activities, and spontaneous play happen in different languages and contribute to enhance their use and to enlarge vocabulary and understanding. Children who continue to study at the nearby Finnish-Russian school show good results in both languages.

AB - In retrospect, the experience of a Finnish-Russian bilingual day care center in Helsinki shows that educational policy, political situation, and composition of the children's groups and staff are factors influencing the flexible linguistic strategies of the teachers and their attitudes toward children with various family linguistic backgrounds (Finnish-speaking, Russian-speaking, bilingual, or multilingual). From the very beginning (in 1990), there have been three linguistic roles among the staff: Finnish-speaking, Russian-speaking, and bilingual. This enables the staff to switch between languages without mixing them, and to intervene in the language appropriate to each situation. Bilingual adults serve as examples for children who acquire both languages simultaneously. The strategies of the staff include languaging and translanguaging. Encounters during routines, organized activities, and spontaneous play happen in different languages and contribute to enhance their use and to enlarge vocabulary and understanding. Children who continue to study at the nearby Finnish-Russian school show good results in both languages.

KW - 6121 Languages

KW - 2ND-LANGUAGE ACQUISITION

KW - language

KW - IMMERSION

KW - PERSPECTIVE

KW - EDUCATION

KW - AGE

KW - CONSTRAINTS

KW - CLASSROOM

KW - POLICY

KW - 516 Educational sciences

U2 - 10.1007/978-3-319-77228-8_5

DO - 10.1007/978-3-319-77228-8_5

M3 - Chapter

SN - 978-3-319-77227-1

T3 - Multilingual Education

SP - 135

EP - 162

BT - Preschool Binlingual Education

A2 - Schwartz, Mila

PB - Springer

CY - Cham

ER -

Protassova E. Longing for quality: Experiences of Finnish-Russian bilingual kindergarten in Finland. In Schwartz M, editor, Preschool Binlingual Education: Agency in Interactions Between Children, teachers, and Parents. Cham: Springer . 2018. p. 135-162. (Multilingual Education). https://doi.org/10.1007/978-3-319-77228-8_5