Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents

Mila Schwartz

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

Abstract

In this chapter, I have chosen to write a conceptual introduction to this volume. The chapter starts with what I consider the general motivation for this volume followed by reasons for conceptualizing preschool bilingual education as a distinct research area. The chapter then provides the theoretical framework which underpins many of the studies presented in the volume. Continuing with the theoretical elaboration of the overlapping spheres of child’s, teachers’, and parents’ agencies in interaction in preschool bilingual education, the chapter underlines the commonalities among the contributions. The contributions’ presentation is organized by addressing four interrelated topics: (1) Child’s, teacher’s, and parents’ agencies in interactions; (2) Child’s agency; (3) Teacher’s and child’s agencies in interaction, and (4) Parents’, child’s and teacher’s agencies in interaction. The chapter is ended by summing up and outlining the structure of the volume.

Original languageEnglish
Title of host publicationMultilingual Education
PublisherSpringer Science and Business Media B.V.
Pages1-24
Number of pages24
DOIs
StatePublished - 2018
Externally publishedYes

Publication series

NameMultilingual Education
Volume25
ISSN (Print)2213-3208
ISSN (Electronic)2213-3216

Bibliographical note

Publisher Copyright:
© 2018, Springer International Publishing AG, part of Springer Nature.

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

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