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Swedish preschool teachers perspectives on multilingual children´s emergent literacy development
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. (Barn och ungdomar i skola och samhälle (BUSS))ORCID-id: 0000-0002-3486-7986
Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik. (Barn och unga i skola och samhälle [BUSS])ORCID-id: 0000-0002-8931-7463
2018 (engelsk)Inngår i: World Journal of Educational Research, ISSN 2375-9771, E-ISSN 2333-5998, Vol. 5, nr 1, s. 1-18Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This study is a part of a small research project designed as action research project. The aim of this study in which six preschool teachers participated in focus group interviews, is to increase understanding about preschool teachers’ didactic work to create conditions for multilingual children’s emergent literacy development in preschool. The preschool teachers’ descriptions show that multilingualism is seen as part of everyday life and not for specific occasions. In the analysis of the preschool teachers’ statements, four important conditions for literacy development emerge; learning environment, language practices, text practices and play activities. In terms of support for multilingual children, preschool teachers say that cooperation with parents has a significant role for children’s emergent literacy development.

This study highlights the importance of paying attention to multilingual children’s emergent literacy processes already in preschool.

sted, utgiver, år, opplag, sider
2018. Vol. 5, nr 1, s. 1-18
HSV kategori
Forskningsprogram
didaktik
Identifikatorer
URN: urn:nbn:se:mdh:diva-45305DOI: 10.22158/wjer.v5n1p1OAI: oai:DiVA.org:mdh-45305DiVA, id: diva2:1354658
Tilgjengelig fra: 2019-09-25 Laget: 2019-09-25 Sist oppdatert: 2019-09-26bibliografisk kontrollert

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