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The hundred languages of children in multicultural contexts

The hundred languages of children in multicultural contexts

How a school of hundred languages fosters the construction of linguistic, communicative, relational, and cognitive competencies

 

A pre-research phase was carried out in 2007 and 2008 to explore the reciprocal knowledge between the different educational contexts, Reggio and Sweden, involved in the project. A plan was developed leading to the organization of two workshops, one in Stockholm (2007) and one in Reggio Emilia (2008), in which teachers, pedagogistas, parents, and cultural mediators from the various contexts involved in the project worked together to define an intercultural “lexicon”.

 

The first phase of the project concluded with a workshop held in the city of Malmö (April 2-5, 2009) in which the work carried out was shared and the second phase of the research was designed, involving the organization of a two-year project to be carried out in 2009-2011, funded by the Reggio Emilia Institutet of Stockholm.

 

The Italian-Swedish research group established the research hypotheses and points of focus, together defining instruments and methods of investigation described in a dedicated protocol. The group proposed conducting case studies aimed at investigating the theme of the hundred languages of children in multicultural contexts, involving infant-toddler centers and preschools in the cities of Reggio Emilia, Malmö, and Stockholm.

 

In September 2009 the next phase of in-depth inquiry was launched in the three contexts, examining how and to what extent the “theory of the hundred languages” can support different strategies of integration within a multicultural context, from the perspective that educational and scholastic contexts are always multicultural also because of the individuality of each child.

 

In the phase of observation and data gathering, the first meeting between the three contexts took place as a workshop held in Stockholm from January 24 to 27, 2010. At the conclusion of the observations in the contexts, a workshop was held in Reggio Emilia from September 27 to 29, 2011, in which the participants discussed the methods for analyzing the data gathered. On October 10-11, 2011 a meeting will be held in the city of Malmö to produce a summary of the initial results from the investigation, with an evaluation of the possible future developments of the project.

 

Partners

Reggio Children, Istituzione of the Municipal Infant-toddler Centers and Preschools, Reggio Emilia Insititutet (Stockholm), Resource Centre for the School of Multiplicity (Malmö), Stella Nova Forsköla (Stockholm), Fölet Forsköla and Fröhuset Forsköla (Malmö).

 

 

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