ABSTRACT
This chapter is written by a researcher in language education, with an aim to analyze the data collected in the Reggio project with a critical chronotopic approach. The researcher analyzed the surveys obtained from participants at the Loris Malaguzzi International Center in Italy, follow-up phone interviews conducted with early childhood educators in the United States, and written observation notes of the five-state study group. The researcher juxtaposed the sociopolitical, sociocultural, and ideological contexts for early childhood education in Reggio Emilia and the United States, and offered a transformative lens for early childhood centers to adopt a radically “Reggio” Approach for the teaching and learning of emergent bi- and multilingual children in the United States.
