Abstract

This article offers new insights into our understanding of the formation, textual mediation, and reproduction of perceptions of children’s ‘school readiness’ in kindergarten and its consequences for teachers’ assessment of minority-language children’s ‘readiness’. Building on Danish Early Childhood Education and Care (ECEC) teachers’ accounts of assessing minority-language children’s ‘lingual readiness’, this current research identify key characteristics of ‘the standard school-ready child’, which functions as an ideological code and shapes replicable understandings of what constitutes ‘school readiness’ in institutional discourse and assessment materials. This code departs from Danish majority-class culture in its structuring of normalcy and deviance embedded in the language assessment materials issued by the Danish government. By departing from the standard school-ready child in their assessments of minority-language children’s school readiness, ECEC teachers unintentionally reproduce and legitimise stratified educational outcomes for native-majority children and children from disadvantaged and low-income immigrant backgrounds.

摘要

本文为我们对幼儿园儿童“入学准备”感知的形成、文本中介和再现及其对教师评估少数民族语言儿童“准备”的后果的理解提供了新的见解。基于丹麦幼儿教育和护理 (ECEC) 教师评估少数民族语言儿童的“语言准备程度”的描述，目前的研究确定了“标准入学准备儿童”的关键特征，它作为一种意识形态代码和可复制的形状在机构话语和评估材料中理解什么构成“入学准备”。该守则在丹麦政府发布的语言评估材料中嵌入的正常和异常结构中背离了丹麦的多数阶级文化。