פרופ' מילה שוורץ

Schwartz M and Ragnarsdóttir H (2025) Model for home-preschool continuity in linguistically and culturally diverse settings. Front. Psychol. 15:1408452

Kaplan Toren, N., Schwartz, M. Professional Development of Preschool Teacher Assistants in Multilingual and Multicultural Contexts. Early Childhood Educ J 53, 903–915 (2025).

Schwartz, M., Kaplan Toren, N., Dror, O., & Lavy, S. (2024). Toward inclusive leadership in meeting linguistic and cultural diversity in language education policy: “not giving up on parents and children.” International Journal of Leadership in Education, 1–23.

Schwartz, M., & Shogen, M. (2024). Guardians of the Circassian Heritage Language: Exploring a Teacher’s Agency in the Endeavour of Endangered Language Maintenance. Languages, 9(8), 275.

Schwartz, M., & Konchiki, A. (2024). The role of teachers’ funds of knowledge and identity in the linguistically and culturally diverse classroom. Diaspora, Indigenous, and Minority Education, 1–17.

Schwartz, M., & Dror, O. (2024). ‘When I see them - I think it’s me:’ multilingual teaching staff’s agency enactment in a linguistically and culturally diverse classroom. Innovation in Language Learning and Teaching, 18(3), 269–285.

Schwartz, M. (2024). Child agency in early language development and learning: introduction to special issue. Journal of Multilingual and Multicultural Development, 1–11.

Schwartz, M. (2023). Language-conducive strategies to enhance communication in the CLIL pre-primary classroom. In A. Otto & B. Cortina-Perez (Eds.). Handbook of CLIL in Pre-primary education. Springer.

Schwartz, M. & Minkov, M. (2023). How can co-teaching succeed? An analysis of critical components of teamwork in preschool bilingual education. Learning Culture and Social Interaction

Schwartz, M. (2022). Early language education as a distinctive research area. In M. Schwartz (Ed.), Handbook of Early Language Education (pp. 1-26). Series Springer International Handbooks of Education. Dordrecht, Netherlands: Springer

Schwartz, M., Deeb, I., & Dubiner, D. (2022). "When they act, they speak more": Strategies that encourage language production in a bilingual preschool. International Journal of Bilingual Education and Bilingualism, 23(3), 800-812

Schwartz, M., Assad, H., & Deeb, I. (2022). “In writing, I simply do not distinguish between the sounds:” The metacognitive experience of emergent biliterate children. Linguistics and Education.

Schwartz, M. (Ed.). (2022). Handbook of early language education. Series Springer International Handbooks of Education. Dordrecht, Netherlands: Springer.1000 pages

Schwartz, M. & Minkov, M. (2022). Making heritage language accessible through “a trip to the enchanted wood”. Language Teaching for Young Learners.

Kavenstock, S., & Schwartz, M. (2022). Language-conducive strategies in young learners’ constructivist Hebrew classrooms. In S. Achituv, M. Muller, S. Alexander & H. Alexander (Eds.), Early Childhood Jewish Education: Multicultural, Gender and Constructivist Perspectives (pp. 161-175). Bloomsbury

*Schwartz, M., Ragnarsdóttir, H., Kaplan Toren, N., & Dror, O. (2022). Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel. Linguistics and Education

Schwartz, M., Deeb, I., & Hijazy, S. (2021). The role of play in creating a language-conducive context in bilingual preschool. European Early Childhood Education Research Journal, 29(3), 381–396.

Schwartz, M., Deeb, I., & Hijazy, S. (2021). "How do you say it in Arabic, in Hebrew, in English?" Towards a better understanding of children's agentic behaviour in novel language learning. Journal of Multilingualism and Multilingual Development, 42(7), 621-636.

Schwartz, M., & Segev, M. C. (2021). "It's not from a textbook, it's from your real life": Teachers' attitudes and personal practical knowledge regarding their students' multilingualism in Israel. Journal of Multilingual Theories and Practices

Schwartz, M., & Deeb, I. (2021). Toward a better understanding of the language conducive context: An ecological perspective on children's progress in the second language in bilingual preschool. International Journal of Bilingual Education and Bilingualism, 24(4), 481–499

Kagan, O., Minkov, M., Protassova, E., & *Schwartz, M. (2021) What kind of speakers are these? Placing heritage speakers of Russian on a continuum. In: N. Slavkov, & S. M. Melo-Pfeifer, N. Kerschhofer-Puhalo (Eds.), The Changing Face of the “Native Speaker”: Perspectives from Multilingualism and Globalization (pp. 153-176). Berlin: Mouton de Gruyter.

Schwartz, M., Kirsch, C., & Mortini, S. (2020). Young children’s languagebased agency in multilingual contexts in Luxembourg and Israel. Applied Linguistic Review

Schwartz, M. (2020). Strategies and practices of home language maintenance. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbook of Social and Affective Factors in Home Language Maintenance and Development (pp. 194-217). Mouton de Gruyter

Schwartz, M. (2020). Language-conducive strategies in early language education: A conceptual framework. In M. Schwartz (Ed.), Handbook of Early Language Education (pp. 194-217). Series Springer International Handbooks of Education. Dordrecht, Netherlands: Springer

Gur-Yaish, N., Hijazy, S., #Mazareeb, E., & Schwartz, M. (2020). "She doesn't speak Hebrew, she speaks English": A case of language socialization of quattro-lingual girl. Journal of Multilingual Multicultural

Schwartz, M., Deeb, I., & Hijazy, S. (2019). "Say 'What happened?' in Hebrew. He does not speak Arabic!": Early language awareness as expressed in verbal and nonverbal interactions in the preschool bilingual classroom. Linguistics and Education, 52, 13-23

Minkov, M., Kagan, O., Protassova, E., & Schwartz, M. (2019). Towards a better understanding of continuum of a heritage language proficiency: A case of Russian as the heritage language-speaking adolescents. Heritage Language Journal, 16(2), 211-237.