Overview
- Editors:
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Mila Schwartz
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Language Department, Oranim Academic College of Education, Kiriat Tivon, Israel
- The first handbook to offer a comprehensive, international and interdisciplinary overview of early childhood language education
- The volume covers preschool ages 3-6, from diverse ethno-linguistics groups
- Comprises immigrant, indigenous, endangered, heritage, regional, minority, marginalized, foreign and second languages, as well as majority languages
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Table of contents (33 entries)
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- Marianne Nikolov, Réka Lugossy
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- Karita Mård-Miettinen, Stephanie Arnott, Marie-Josée Vignola
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- Susana A. Eisenchlas, Andrea C. Schalley
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- Claudine Kirsch, Claudia Seele
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- Charles L. Mifsud, Lara Ann Vella
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- Poh Wee Koh, Beth Ann O’Brien
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- Renée DePalma, Iria Sobrino-Freire
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- Miriam Minkov, Liubov Baladzhaeva
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- Danijela Prošić-Santovac, Vera Savić
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- Máire Mhic Mhathúna, Nóirín Hayes
About this book
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 3-6, 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.
Editors and Affiliations
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Language Department, Oranim Academic College of Education, Kiriat Tivon, Israel
Mila Schwartz
About the editor
Mila Schwartz is a Professor in Language and in Oranim Academic College of Education (Israel). Her research interests include language policy and models of early bilingual/multilingual education; linguistic, cognitive, and socio-cultural development of early sequential bilinguals; family language policy; and language teachers’ pedagogical development. Recently, she has proposed and elaborated on the following theoretical concepts: language-conducive context, language-conducive strategies and child language-based agency. She held the position of Secretary of the Steering Committee of the International Symposium of Bilingualism from 2015 to 2019, and currently she acts as Convenor of the Multilingual
Childhoods network. In addition to her academic work, Prof. Schwartz is an Academic Adviser of “Hand in Hand: Center for Jewish-Arab Education” and the Russian-Hebrew speaking bilingual preschools in Israel.
