How do practitioners in early childhood eduction cope with growing linguistic and cultural diversity of children in day care and at the same time respond to increasing demands for educational quality, school preparation and early language promotion? This book sets out to answer these questions by presenting an ethnographic case study in the multilingual context of Luxembourg, Here, all participant actors – adult as well as children – need to negotiate between monolingual norms and multilingual realities in their daily language practices. We thus come to see how the ‘doing of education’ proceeds in and through the ‘doing of language’ in the everyday life of childhood centres.
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