Insider Views and Practices of Translanguaging Classrooms in Early Childhood Education

Authors

DOI:

https://doi.org/10.22158/wjer.v11n3p1

Abstract

This study, situated within the domain of language education, delves into the intricate dynamics of translanguaging practices and their profound influence on learning and teaching procedures in a linguistically and culturally enriched early childhood education environment. Focused on the context of Greece, the research aims to uncover the nuanced ways in which translanguaging shapes the language communication and interaction of four-year-old children, considering both native Greek speakers and their peers from migrant or refugee backgrounds. The study cohort consists of 50 children aged four, comprising both native Greek and migrant-background children attending early childhood education. Employing a comprehensive research approach, the study includes in-depth, semi-structured interview sessions with young children and specific observational protocols designed to capture authentic interactions and communications. These methods are employed to trace the development of intercultural awareness and sensitivity within an environment conducive to translanguaging. The findings highlight that the incorporation of translanguaging practices in early education settings not only refines communication and intercultural skills among young children but also significantly influences cultural awareness. Moreover, translanguaging fosters active engagement in learning activities and provides educators with valuable insights and support in implementing innovative language teaching techniques. This research contributes to the advancement of language education practices, particularly within linguistically and culturally diverse early childhood education contexts, emphasizing the transformative impact of translanguaging on crucial aspects of language learning and teaching.

Author Biographies

Isaak M. Papadopoulos, Department of Early Childhood Education and Care, International Hellenic University

Isaak M. Papadopoulos is a researcher in the field of Applied Linguistics with emphasis on language teaching. He has been BA graduate in Primary Education while he has proceeded with MA studies on Language Teaching at the Degli Studi Roma Tre Universita in Italy. He has pursued his PhD at Aristotle University of Thessaloniki (Greece) and his Post-Doctorate Research at the University of Ioannina. He has taught in various universities in Europe (European University Cyprus, Hellenic Open University, Borys Grinchenko Kyiv University, Mariupol State University and the University of Tirana) while he has served as course developer and lecturer at the UNICAF University. He has also served as a tutor of Pedagogy and Programme Leader for the Diploma Programme in Early Childhood Education at the Institute Dimitra in Greece. His research and teaching interests focus on language teaching to young learners, bilingualism/multilingualism as well as reading/writing skills teaching in primary school. He has presented his research at international and national conferences and has organized and participated in training programs and activities for pre- and in-service language teachers. He has been the academic leader of the transnational study on SEETYLaL (South-Eastern European Teachers of Young Language Learners) investigating language policies, perspectives and practices for early language learning in countries of South Eastern Europe. He has written three academic books: 1) Teaching Young Foreign Language Learners in SE Europe (authored along with Dr Vera Savic), 2) From translanguaging pedagogy to classroom pedagogy (monograph) and 3) Linguistics research and implementation in multidimensional primary education: focusing on reading and writing (authored along with Dr Sophia Rapti). He has edited five edited books, and he has published various chapters in books/collective volumes, as well as articles in international journals and conference proceedings.

Pieter S. Jansen, Department of Education, School of Doctoral Studies, UNICAF University

Pieter S. Jansen is a dedicated scholar at the nexus of education, linguistics, and psychology. As a doctoral candidate at Unicaf University, he is immersed in an enriching Doctorate of Education program, focusing on critical issues at the intersection of these disciplines. His academic foundation is robust, with a Master's degree in TESOL (Teaching English to Speakers of Other Languages) from the University of Nicosia, which equips him with specialized skills and knowledge in language teaching methodologies and pedagogies. In addition to his advanced studies in education, Jansen has pursued a Bachelor of Science in Applied Psychology at the International University of Applied Sciences. This diverse academic background allows him to approach language learning and education from a holistic perspective, understanding the psychological underpinnings of language acquisition and its effects on cognitive development. Jansen's academic contributions include his insightful research on the impact of learning English as a foreign language on the first language development of young children, with a specific focus on the context of Greece. His article, " Exploring the Effects of English as a Foreign Language on First Language Development of Young Children: The Case of Greece," published in the "International Journal of Education, Learning and Development," showcases his commitment to exploring significant questions at the heart of language education and bilingualism. His research interests span a wide array of topics within applied linguistics and education, particularly the cognitive and psychological aspects of language learning in young children. Jansen is deeply invested in understanding how bilingual or multilingual environments influence cognitive development, language acquisition, and educational outcomes. As Jansen advances in his doctoral studies, his work continues to bridge theoretical insights with practical implications, aiming to contribute to effective educational practices and policies that support language development and psychological well-being. His unique blend of expertise in TESOL, applied psychology, and education positions him as a promising academic voice in the fields of linguistics and educational psychology, poised to make meaningful contributions to our understanding of language learning and its broader impacts on individuals and society.

Published

2024-05-10

Issue

Vol. 11 No. 3 (2024)

Section

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