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28 - Children’s Perception of Multilingual Landscapes in Interaction

from Part Six - Multilingual Children’s Landscape

Published online by Cambridge University Press:  18 August 2022

By
Asta Cekaite
Edited by
Anat Stavans  and
Ulrike Jessner
Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
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Summary

The present chapter discusses children’s multilingual landscapes and language practices in social interaction and in their play. It presents studies on children of various ages, specifically focusing on how children with multilingual linguistic potentials and various kinds of language proficiency encounter a variety of social settings where multilingual or monolingual discursive practices are used. It discusses main theoretical perspectives on multilingualism, children’s learning and play, and introduces a bottom-up conceptualization of children’s multilingual landscapes. Research highlights how children, in their peer interactions, can use various language ideologies and resources. Children exploit the multilingual character and varieties of languages available in the social context and engage in translanguaging. The chapter reviews research on children’s multilingual peer play, language creativity and metalinguistic awareness. Further, it discusses how children co-create language norms and social order in multilingual peer groups, and how linguistic assets within multilingual families and in multilingual educational environments are invoked and exploited.

Keywords

multilingual childrenchildren’s interactionmultilingual landscapeslanguage playtranslanguaginglanguage norms
Type
Chapter
Information
The Cambridge Handbook of Childhood Multilingualism , pp. 649 - 667
Publisher: Cambridge University Press
Print publication year: 2022

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