Pre-school teachers’ professional identity and multilingual children: An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development-Reference-Cited by-同舟云学术

Pre-school teachers’ professional identity and multilingual children: An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development

Published:2023-04 Issue:1 Volume:10 Page:
ISSN:2331-186X
Container-title:Cogent Education
language:en
Short-container-title:Cogent Education

Author:

Nilsson Carina¹,Svensson Anette²,Basic Goran³^ORCID

Affiliation:

1. Child and Educational Administration, Sunnerbo High School, Ljungby, Sweden

2. Child and Educational Administration, Fogde Preschool, Ljungby, Sweden

3. Faculty of Social Sciences Department of Pedagogy and Learning Linnaeus University Sweden

Funder

Linnaeus Knowledge Environment: Education in change.

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2023.2194223

Reference80 articles.

1. “Ganchulinas” and “Rainbowli” Colors: Young Multilingual Children Play with Language in Head Start Classroom

2. Playing, Talking, Co-constructing: Exemplary Teaching for Young Dual Language Learners Across Program Types

3. A case of what?

4. Ethnic monitoring and social control: descriptions from juveniles in juvenile care institutions

5. Social pedagogical work with unaccompanied young refugees with experiences of war in institutional care in Sweden: An ethnography-inspired analysis of the narratives of young persons and institution personnel;Basic G.;Social Sciences and Education Research Review,2018

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