The entanglement of language and place in early childhood: a review of the literature.
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| Title: | The entanglement of language and place in early childhood: a review of the literature. |
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| Authors: | Shannon, David Ben1 (AUTHOR) David.Shannon@MMU.ac.uk, Hackett, Abigail2 (AUTHOR) |
| Source: | Critical Inquiry in Language Studies. Apr-Jun2025, Vol. 22 Issue 2, p146-169. 24p. |
| Abstract: | In this paper, the authors report the findings of a narrative review of extant international research literature to propose a conceptual model for how young children's language is entangled with place. Educational policy, curriculum documents, and speech and language therapy assessments in England tend to frame children as placeless and treat the place where language happens as either irrelevant or a hindrance to the quality of their speech. Conducting a narrative review, with a particular attention to the role of affect in what they read, the authors identify and explore three emerging themes in the extant literature that resist this framing: (1) how children's language emerges through place, (2) how place is re-signified and re-made through children's language, and (3) how place reconfigures how children are heard. Across these themes, we consider how place implicates identity, power, and hierarchies of language and embodiment. The authors argue that educators, researchers, and others need to attend more carefully to how children's language emerges where they talk, and to the politics of how language and place reproduce whiteness in relation to what is valued and what counts as language. [ABSTRACT FROM AUTHOR] |
| Copyright of Critical Inquiry in Language Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185256668 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185256668 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/15427587.2024.2312142 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 146 Titles: – TitleFull: The entanglement of language and place in early childhood: a review of the literature. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shannon, David Ben – PersonEntity: Name: NameFull: Hackett, Abigail IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr-Jun2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 15427587 Numbering: – Type: volume Value: 22 – Type: issue Value: 2 Titles: – TitleFull: Critical Inquiry in Language Studies Type: main |
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