Dynamics in Interaction in Bilingual Team Teaching : Examples from a Finnish Preschool Classroom
Mård-Miettinen, K., Palviainen, Å., & Palojärvi, A. (2018). Dynamics in Interaction in Bilingual Team Teaching : Examples from a Finnish Preschool Classroom. In M. Schwartz (Ed.), Preschool Bilingual Education : Agency in Interactions Between Children, Teachers, and Parents (pp. 163-189). Springer International Publishing AG. Multilingual Education, 25. https://doi.org/10.1007/978-3-319-77228-8_6
Julkaistu sarjassa
Multilingual EducationToimittajat
Päivämäärä
2018Tekijänoikeudet
© Springer International Publishing AG, part of Springer Nature 2018
The current study aims to explore team teaching as it is manifested in bilingual interactional patterns in a
preschool classroom in Finland. The data was collected in a preschool classroom where a bilingual pedagogy in
Finnish (majority language) and Swedish (minority language) was implemented with monolingual Finnishspeaking
children. Video recordings were made while two teachers with different predefined language roles
were team teaching a class of 20 children during two circle times. A two-level analytic model was developed: on
the macro level activity types, participant roles (type of leadership) and language allocation (the teachers’
relative use of Finnish and Swedish) were identified, and on the micro level teacher interaction was analysed in
detail in terms of turn-taking patterns and language use. The findings are analysed in relation to the predefined
roles of the two teachers – one as a Finnish speaker and the other as a bilingual Swedish/Finnish speaker. The
results show extensive dynamics in how the predefined participant and language roles were put into practice: all
three types of leadership (single, alternated and co-leadership) were identified in the data and both the teachers
communicated both monolingually and bilingually in the various circle time activities. When communicating
bilingually, the teachers applied strategies such as code-switching, avoidance of translation and the use of
scaffolding to support understanding. Separation strategies (separation by person, topic or purpose) also
appeared in the data, however. The two teachers’ cooperation was smooth and they supported and assisted each
other in various ways both academically and linguistically.
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Julkaisija
Springer International Publishing AGEmojulkaisun ISBN
978-3-319-77227-1Kuuluu julkaisuun
Preschool Bilingual Education : Agency in Interactions Between Children, Teachers, and ParentsISSN Hae Julkaisufoorumista
2213-3208Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/28069499
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