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

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