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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 book is a fundamental read for scholars and students of second language teaching, preschool education, and bilingual education in multilingual and multicultural societies.

Education, Bilingual. --- Education. --- Multilingualism. --- Educational policy. --- ducation and state. --- Language and education. --- Early Childhood Education. --- Educational Policy and Politics. --- Language Education. --- Educational linguistics --- Education --- Language and languages --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Plurilingualism --- Polyglottism --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Government policy --- Bilingual education --- Bilingualism --- Multilingual education --- Early childhood education. --- Language and languages. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Child development. --- Education and state. --- Child study --- Development, Child --- Developmental biology --- Development --- Study and teaching. --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools

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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 book is a fundamental read for scholars and students of second language teaching, preschool education, and bilingual education in multilingual and multicultural societies.

Educational systems. Teaching systems --- Didactics of languages --- Kindergarten --- Educational sciences --- Linguistics --- Language and literature --- tweetalig onderwijs --- onderwijspolitiek --- talenonderwijs --- linguïstiek --- meertaligheid --- kleuterdidactiek --- peuters --- tweetaligheid

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This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume, "early language education" will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

Educational systems. Teaching systems --- Teaching --- Didactics of languages --- Kindergarten --- Educational sciences --- Linguistics --- vergelijkende pedagogiek --- onderwijs --- talenonderwijs --- taalverwerving --- opvoeding --- kleuterdidactiek --- peuters --- onderwijsonderzoek

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This book presents the forefront of research in the emerging field of family language policy. This is the first volume to explore the link between family language policy, practice and management in the light of state and community language policy in more than 20 ethno-linguistic communities worldwide. Contributions by leading scholars from eight countries and three continents offer insights in how family language policy might be interpreted from various theoretical perspectives, using innovative methodologies.   In particular, the authors present novel data on successful family language practices such as faith-related literacy activities and homework sessions, as well as management, including prayer, choice of bilingual education, and links with mainstream and complementary learning, which permit the realization of language ideology within three contexts: immigrant families, inter-marriage families, and minority and majority families in conflict-ridden societies.

Language arts. --- Sociolinguistics. --- Language and languages. --- Education. --- Educational policy. --- ducation and state. --- Language and education. --- Language Education. --- Educational Policy and Politics. --- Language and languages --- Language and society --- Society and language --- Sociology of language --- Language and culture --- Linguistics --- Sociology --- Integrational linguistics (Oxford school) --- Educational linguistics --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Social aspects --- Sociological aspects --- Government policy --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Communication arts --- Language arts --- Study and teaching --- Education and state. --- Study and teaching. --- Language and languages Study and teaching --- Language and education --- Language schools

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Langage et éducation. --- Sociolinguistique. --- Taalverwerving --- Tweetaligheid bij kinderen --- Kinderen --- FLP --- Family language policy. --- Meertaligheid --- Familieverband --- Familie.