Shaping Participation

Author: Marie Rickert
LOT Number: 662
ISBN: 978-94-6093-447-6
Pages: 226
Year: 2024
1st promotor: Prof. Dr. Leonie Cornips
2nd promotor: Prof. Dr. Gunther De Vogelaer
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‘Shaping participation’ focuses on linguistic diversity in Early Childhood Education and Care (ECEC). This Ph.D. dissertation is based on linguistic ethnographic fieldwork, encompassing participant observation and the generation of audio- and video-data in two ECEC centers located on either side of the German-Dutch border. These centers each have their own linguistically diverse character with the national languages German or Dutch, different family languages and, in the Dutch context, the regional language Limburgish being represented.

Across four empirical chapters, author Marie Rickert delves into the dynamics of participation among children and teachers in ECEC. She discusses how young children and teachers co-construct participation frames, engage in creative and agentive language practices including singing and, all along, negotiate language hierarchies. The results indicate a lived language divide, which entangles with specific affordances for children’s participation. As a methodological contribution, an integral inclusion of the linguistic ethnographer in the analysis is suggested.

‘Shaping participation’ holds relevance for researchers in Linguistic Ethnography, Child Studies and Language Socialization. Beyond that, it offers insights for ECEC professionals, parents and anyone intrigued by linguistic diversity in childcare.

‘Shaping participation’ focuses on linguistic diversity in Early Childhood Education and Care (ECEC). This Ph.D. dissertation is based on linguistic ethnographic fieldwork, encompassing participant observation and the generation of audio- and video-data in two ECEC centers located on either side of the German-Dutch border. These centers each have their own linguistically diverse character with the national languages German or Dutch, different family languages and, in the Dutch context, the regional language Limburgish being represented.

Across four empirical chapters, author Marie Rickert delves into the dynamics of participation among children and teachers in ECEC. She discusses how young children and teachers co-construct participation frames, engage in creative and agentive language practices including singing and, all along, negotiate language hierarchies. The results indicate a lived language divide, which entangles with specific affordances for children’s participation. As a methodological contribution, an integral inclusion of the linguistic ethnographer in the analysis is suggested.

‘Shaping participation’ holds relevance for researchers in Linguistic Ethnography, Child Studies and Language Socialization. Beyond that, it offers insights for ECEC professionals, parents and anyone intrigued by linguistic diversity in childcare.

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