This contribution is based on an action-oriented concept of interaction quality in early childhood education (ECE). The starting points are language policy developments in Europe and Germany as well as the current state of research on multilingualism and translanguaging in ECE facilities. Interactions from the video corpus of the SprabiPiKs project are examined as well as the views of the ECE professionals, which were collected following the video observations. As a result, two categories with ’fuzzy edges’ of multilingual interactions are identified: multilingual interactions with multilingual utterances and multilingualism-related German-only interactions. It also shows that the intentions of the ECE professionals are related to the degree to which multilingualism is integrated in interactions.
Der Beitrag baut auf einem handlungstheoretischen Begriff von Interaktionsqualität in der frühen Bildung auf. Ausgangspunkt sind sprachpolitische Entwicklungen in Europa und Deutschland sowie der Forschungsstand zu Mehrsprachigkeit und Translanguaging in Kindertageseinrichtungen. Untersucht werden Interaktionssituationen aus dem Video-Korpus des Projekts SprabiPiKs und Sichtweisen der pädagogischen Fachkräfte, die im Anschluss an die Videobeobachtungen erhoben wurden. Im Ergebnis werden zwei Kategorien mit ‚fuzzy edges‘ von mehrsprachigen Interaktionen identifiziert: mehrsprachige Interaktionen mit mehrsprachigen Äußerungen und mehrsprachigkeitsbezogene deutschsprachige Interaktionen. Zudem zeigt sich, dass die von den Fachkräften verfolgten Ziele in Zusammenhang mit dem Grad der Einbindung von Mehrsprachigkeit stehen.This contribution is based on an action-oriented concept of interaction quality in early childhood education (ECE). The starting points are language policy developments in Europe and Germany as well as the current state of research on multilingualism and translanguaging in ECE facilities. Interactions from the video corpus of the SprabiPiKs project are examined as well as the views of the ECE professionals, which were collected following the video observations. As a result, two categories with ’fuzzy edges’ of multilingual interactions are identified: multilingual interactions with multilingual utterances and multilingualism-related German-only interactions. It also shows that the intentions of the ECE professionals are related to the degree to which multilingualism is integrated in interactions.