Mila Schwartz – författare

This book presents ecological perspectives towards early language education that conceptualise the phenomenon of interactions between child language-based agency, teachers’ agency, peers’ agency and parents’ agency, consequently furthering insights into the lives of young children growing up in multilingual homes.

Drawing on rich empirical research evidence, the book explores teachers’ and family strategies and practices aimed at enhancing children’s interest in home language maintenance and enrichment as well as in the novel language learning. It defines early language education as the education of children up to the age of 6 and considers international evidence of children’s language from diverse sociolinguistic backgrounds and indigenous, endangered, heritage, regional, minority, majority, and marginalized languages, as well as foreign and second languages in education at home and out-of-home settings. It claims that only through collaboration between teachers, families, peers, and close environment, can the child be engaged in early language learning and fully experience his or her potential to act as agent in a novel language learning.

The book will be of great interest to researchers, academics, and postgraduate students in the fields of language education, multilingualism, applied linguistics, and early childhood education. Practitioners in these fields may also find the volume a valuable resource.

This book presents ecological perspectives towards early language education that conceptualise the phenomenon of interactions between child language-based agency, teachers’ agency, peers’ agency and parents’ agency, consequently furthering insights into the lives of young children growing up in multilingual homes.

Drawing on rich empirical research evidence, the book explores teachers’ and family strategies and practices aimed at enhancing children’s interest in home language maintenance and enrichment as well as in the novel language learning. It defines early language education as the education of children up to the age of 6 and considers international evidence of children’s language from diverse sociolinguistic backgrounds and indigenous, endangered, heritage, regional, minority, majority, and marginalized languages, as well as foreign and second languages in education at home and out-of-home settings. It claims that only through collaboration between teachers, families, peers, and close environment, can the child be engaged in early language learning and fully experience his or her potential to act as agent in a novel language learning.

The book will be of great interest to researchers, academics, and postgraduate students in the fields of language education, multilingualism, applied linguistics, and early childhood education. Practitioners in these fields may also find the volume a valuable resource.

In this volume, the editors aim to offer a timely focus on preschool bilingual education in the 21st century by drawing attention to the following trends: (1) the diversity of language models and their hybrid, dynamic and flexible nature; (2) the complexities of children''s linguistic backgrounds; (3) children''s, parents'' and teachers'' agencies in interaction; and (4) early bilingual development and education as contextually embedded. Given the complexity of providing a global and comprehensive view of these trends in just one issue, the selection of studies included here seeks to offer insightful consideration of these trends using a range of qualitative and quantitative methods. The contributors explore the trends in different socio-cultural and national contexts in five countries: Finland, Sweden, the Netherlands, Israel and Singapore.

The book highlights the need on the one hand to examine early bilingual education within specific socio-cultural contexts, and on the other to search for its universal features. It aims to promote the field of preschool bilingual education as a unique research domain by illustrating its distinctiveness. Last but not least, the studies presented here have a significant contribution to make in the light of the growing interest of policy-makers, ethno-linguistic community leaders, practitioners and researchers in early bilingual development and education. This book was originally published as a special issue of International Journal of Bilingual Education and Bilingualism.

In this volume, the editors aim to offer a timely focus on preschool bilingual education in the 21st century by drawing attention to the following trends: (1) the diversity of language models and their hybrid, dynamic and flexible nature; (2) the complexities of children''s linguistic backgrounds; (3) children''s, parents'' and teachers'' agencies in interaction; and (4) early bilingual development and education as contextually embedded. Given the complexity of providing a global and comprehensive view of these trends in just one issue, the selection of studies included here seeks to offer insightful consideration of these trends using a range of qualitative and quantitative methods. The contributors explore the trends in different socio-cultural and national contexts in five countries: Finland, Sweden, the Netherlands, Israel and Singapore.

The book highlights the need on the one hand to examine early bilingual education within specific socio-cultural contexts, and on the other to search for its universal features. It aims to promote the field of preschool bilingual education as a unique research domain by illustrating its distinctiveness. Last but not least, the studies presented here have a significant contribution to make in the light of the growing interest of policy-makers, ethno-linguistic community leaders, practitioners and researchers in early bilingual development and education. This book was originally published as a special issue of International Journal of Bilingual Education and Bilingualism.

This volume provides an up-to-date collection of key aspects related to current preschool bilingual education research from a socio-linguistic perspective. The focus is on preschool bilingual education in multilingual Europe, which is characterized by diverse language models and children''s linguistic backgrounds. The book explores the contemporary perspectives on early bilingual education in light of the threefold theoretical framework of child''s, teachers'', and parents'' agencies in interaction in preschool bilingual education. Five significant theoretical concepts are promoted in this volume: the ecology of language learning, an educational partnership for bilingualism, a notion of agency in early language development and education, language-conducive contexts, and language-conducive strategies. The volume examines preschool bilingual education as embedded in specific socio-cultural contexts on the one hand and highlights its universal features on the other. The bookis a fundamental read for scholars and students of second language teaching, preschool education, and bilingual education in multilingual and multicultural societies.

As populations become more mobile, so interest grows in bi- and multilingualism, particularly in the context of education. This volume focuses on the singular situation in Israel, whose complex multiculturalism has Hebrew and Arabic as official languages, English as an academic and political language, and tongues such as Russian and Amharic spoken by immigrants.

Presenting research on bi- and trilingualism in Israel from a multitude of perspectives, the book focuses on four aspects of multilingualism and literacy in Israel: Arabic-Hebrew bilingual education and Arabic literacy development; second-language Hebrew literacy among immigrant children; literacy in English as a second/third language; and adult bilingualism. Chapters dissect findings on immigrant youth education, language impairment in bilinguals, and neurocognitive features of bilingual language processing. Reflecting current trends, this volume integrates linguistics, sociology, education, cognitive science,and neuroscience.