Bilingual childcare : hitches, hurdles and hopes

목차 (Table of Contents)

• CONTENTS
• Acknowledgements = xi
• Figures and Tables = xiii
• Acronyms = xv
• Transcription Conventions = xvii
• 1 Researching Bilingual Early Childhood Education : An Institutional Ethnography = 1
• 1.1 Potential of Bilingual Education in the Early Childhood Sector = 2
• 1.1.1 Language learning in the early years = 2
• 1.1.2 'Killing two birds with one stone' : Bilingual education in childcare = 3
• 1.1.3 Childcare attendance rates = 4
• 1.2 Linguistic Diversity in Australia and Sydney = 6
• 1.3 Why German? = 8
• 1.4 Approaching the Research Problem = 9
• 1.4.1 About research methods and instruments = 12
• 1.4.2 About ethics = 17
• 1.5 Outline of the Book = 18
• 2 What We Know : Language Policies and Provision = 21
• 2.1 Bilingual Education = 21
• 2.1.1 Challenges for bilingual education programmes = 24
• 2.1.2 Parental attitudes towards bilingual education = 26
• 2.1.3 Summary = 29
• 2.2 Australia's Explicit Language Policies : An Overview = 29
• 2.3 Languages in Education = 32
• 2.3.1 School education = 32
• 2.3.2 Early childhood education = 34
• 2.3.3 Institutional German in Sydney = 36
• 2.3.4 Summary = 37
• 2.4 Lacuna in the Body of Knowledge = 37
• 3 The Institution = 40
• 3.1 Fritzkidz' Background and Vision = 40
• 3.2 Fritzkidz' Physical Infrastructure = 42
• 3.3 Organisation and Linguistic Landscape = 42
• 3.4 The Educators = 43
• 3.4.1 Demographic characteristics = 44
• 3.4.2 Qualifications and training = 46
• 3.4.3 'There is no set goal yet' : Staff and policy development = 46
• 3.4.4 'Once it gets on board, it's a good thing, but something else might lack' : Educators' attitudes to early language learning = 49
• 3.5 Weak Grounds = 52
• 4 Bilingual Programme Implementation = 54
• 4.1 The Bilingual Programme = 54
• 4.1.1 The daily routine = 54
• 4.1.2 General communication practices = 57
• 4.1.3 Bilingual education in practice = 58
• 4.2 External Constraints = 59
• 4.2.1 Asymmetries = 60
• 4.2.2 'Okay, wo ist jetzt dein Schwerpunkt?' : Conflicts of interests = 67
• 4.2.3 Perceived involvement and interest = 72
• 4.2.4 The bilingual programme in the public eye = 75
• 4.3 Attitudinal Change or Reproduction? = 78
• 5 The Clientele = 83
• 5.1 Who Are the Fritzkidz Parents? = 83
• 5.1.1 Linguistic practices = 84
• 5.1.2 Place of birth and age = 86
• 5.1.3 Educational and economic demographics = 87
• 5.1.4 Summary = 87
• 5.2 Choosing Fritzkidz = 89
• 5.2.1 Reason for childcare in general = 89
• 5.2.2 Choosing Fritzkidz in particular = 90
• 5.2.3 Role of the bilingual programme = 92
• 5.3 Elite Families' Childcare Needs = 95
• 6 Value-Action Gap = 97
• 6.1 Attitudinal Change : From Irrelevance to Influencing Language Desires and Family Practices = 97
• 6.2 Importance of Language Learning = 101
• 6.3 Plans to Continue with German = 104
• 6.3.1 Convenient solution = 107
• 6.3.2 Language competing against other subjects and activities = 111
• 6.3.3 It's up to the child = 113
• 6.4 Value-Action Gap as a Result of 'Language Ideological Hypocrisy' or Unfair Choice? = 114
• 6.5 The Dead End for Affirmative Attitudes = 117
• 7 The Value of Language and Language Learning = 119
• 7.1 Creating an Advantage : Non-language Specific Values of Language Learning = 120
• 7.1.1 Cognitive development = 120
• 7.1.2 Career opportunities = 121
• 7.1.3 Travel opportunities = 124
• 7.1.4 Facilitating awareness = 126
• 7.1.5 Proxy for other languages = 128
• 7.2 The Role of German : Language-specific Values of Language Learning = 130
• 7.2.1 Identity and family communication = 130
• 7.2.2 Investing in learning German : It wouldn't make any sense = 132
• 7.2.3 Associations of trustworthiness and good organisation = 134
• 7.2.4 The German language does not matter = 135
• 7.3 Competitiveness over German-English Bilingualism = 139
• 8 The Future of Bilingual Early Childhood Education = 143
• 8.1 Language Attitudes, Ideologies and Practices in Bilingual German-English Early Childhood Education = 143
• 8.1.1 Institutional practices = 143
• 8.1.2 Parental attitudes = 145
• 8.1.3 The role of German = 147
• 8.1.4 Summary = 149
• 8.2 Implications = 150
• 8.2.1 Institutional policy = 151
• 8.2.2 Family policy = 152
• 8.2.3 Public policy = 152
• 8.3 Directions for Future Research = 153
• Bibliography = 155
• Index = 164