Kaksikielisen pedagogiikan toteuttaminen päiväkodissa
Nyckelord:
kaksikielinen opetus, varhaiskasvatus, koodinvaihto, opettajan strategiatAbstract
The current study presents a project in which a pre-school teacher in Finland worked bilingually in Finnish and in Swedish with a class of Finnish-speaking children. The data consist of video-recorded observations of the teacher interacting with the children and interviews where she reflected on her bilingual practices. The analysis shows that the bilingual practices relied on code-switching with pre-planned principles for language use and allocation. An important principle in the teacher’s language practices was the equal use of the two languages and the avoidance of direct translation between them. Moreover, the teacher used the two languages for different purposes. She used Finnish to give complex and important instructions and to initiate discussion. Swedish was used when giving shorter instructions and in routines, to talk about concrete and observable objects and to engage children in activities. The teacher also employed scaffolding strategies to help the children understand their second language.
