Perspectives on Linguistic Interaction and Meaning Negotiations in Multilingual Settings

Savic, Kristina

The proposed session, with its 4.5 contributions, is dedicated to thoroughly exploring linguistic practices and multilingualism in educational spaces. All papers of this session are based on qualitative research data collected across different European regions in potentially multilingual settings in families and childcare institutions, in the training of kindergarten teachers, and in continuing professional development, offering valuable insights from a comparative perspective.

Contribution 1 deals with linguistic interactions in childcare and the natio-ethno-religio-lingual differences and hierarchizations. Which forms of linguistic interactions are found in social settings, and which linguistic and educational norms become visible in descriptions?

Contribution 2 deals with key concepts such as "family" that verbally emerge in childcare institutions and that future kindergarten teachers bring with them. How do emerging and highly normative concepts interact, and how are they made accessible for reflection?

Contribution 3 puts multilingual families in minority language spaces center stage and dives deep into their situated (self-)positioning. How are languages negotiated in families? Do safeguarding measures (Language Planning Areas) help?

Contribution 4 focuses on kindergarten teachers' construction of gender and social positions in institutions and beyond from the continuing education perspective. How do professionals reflect on and classify their practices? How do they navigate linguistic and moral norms and values associated with the child ('s position)?

Finally, a wrap-up theorizes and discusses understandings of children, childhood, and (pedagogical) interactions that emerged in ethnographic settings in a comparative way. It pays special attention to the contribution of practices and participatory research to theoretical developments.

Session Organizer:

Nadja THOMA, University of Innsbruck, Austria

Panelists:

Sabine KRAUSE, Université de Fribourg, Switzerland, Verena PLATZGUMMER, University of Galway, Ireland, Rebecca WECKENMANN, Universität Innsbruck, Germany and Kristina SAVIC, University of Innsbruck, Austria

Oral Presentations

Observing Linguistic Practices in Multilingual Preschools. Insights from a Participative Research Project
Kristina SAVIC, University of Innsbruck, Austria; Rebecca WECKENMANN, Universität Innsbruck, Germany

How to "Read" Family: Tackling Understandings through Translational Research
Sabine KRAUSE, Université de Fribourg, Switzerland

Paradoxes of Ethnolinguistic Marginalization: Examining Minority Hierarchies and Exclusion in South Tyrol's Primary Schools
Nadja THOMA, University of Innsbruck, Austria; Safà EL KOURA, Italy

Families in Migration: The Significance of Educational Institutions for Transnational Family Biographies
Anna SCHNITZER, University of Halle, Germany

Transnational Families: Family Language Policy, Child Agency, and Socio-Emotional Well-Being
Sviatlana KARPAVA KARPAVA, Cyprus

Distributed Papers

“Go Back to Play” - the Traditional Game As a Tool in the Artistic and Creative Therapies for Mental Health in the Environment of Contemporary Digital Overdose
Gabriela SOARES MONTEIRO, Coletivo Ecofeminista Mamilos da Terra (Ecofeminist Collective Nipples of the Earth), Brazil; Mirian STEINBERG, Coletivo Ecofeminista Mamilos da Terra (Ecofeminist Collective Nipples of the Earth), Brazil; Arantxa VILAR, Instituto Superior de Estudos Psicológicos - ISEP Barcelona, Spain; Aline FÁTIMA, Universidade de São Paulo, Brazil

From Silence and Stillness to Collaborative Musical Play: Reflections on Early Childhood Music Education
Tiago MADALOZZO, Polytechnic Institute of Bragança, Portugal

Counter-Stories of Immigrant Students after a Stay in the Welcoming Class in Montreal
Roberta DE OLIVEIRA SOARES

See more of: RC53 Sociology of Childhood
See more of: RC04 Sociology of Education
See more of: Research Committees

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