Traditions of Argumentation in Teachers’ Responses to Multilingualism in Early Childhood Education

Abstract

AbstractIn this study, we investigate how professionals in early childhood education (ECE) reason about multilingualism. Empirical data are analyzed in terms of ‘traditions of argumentation’ which proposes that we cannot argue for something without, explicitly or implicitly, arguing against something else. The analyses use transcribed data from two focus groups conducted with teachers in two preschools in Sweden. These teachers had experience teaching culturally and linguistically diverse groups of children. The reoccurring rhetorical strategy used by the teachers to talk about their work with multilingual children used a set of contrasts. Three contrasts were identified: (1) I/we versus them (others); (2) here-and-now versus there-and-then; and (3) building ECE on research versus personal experience. The study has implications for teachers and students in preschool teacher education to understand the possible tensions and contrasts inherent in teaching culturally and linguistically diverse children. Rather than simplifying professional practice to either side of a dichotomy, teachers should be encouraged to understand and verbalize the bases of their professional knowledge, and understand the different positions from which they draw knowledge to inform practice.