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Swedish preschool teachers perspectives on multilingual children´s emergent literacy development
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (Barn och ungdomar i skola och samhälle (BUSS))ORCID iD: 0000-0002-3486-7986
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. (Barn och unga i skola och samhälle [BUSS])ORCID iD: 0000-0002-8931-7463
2018 (English)In: World Journal of Educational Research, ISSN 2375-9771, E-ISSN 2333-5998, Vol. 5, no 1, p. 1-18Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
2018. Vol. 5, no 1, p. 1-18
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-45305DOI: 10.22158/wjer.v5n1p1OAI: oai:DiVA.org:mdh-45305DiVA, id: diva2:1354658
Available from: 2019-09-25 Created: 2019-09-25 Last updated: 2019-09-26Bibliographically approved

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Norling, MartinaSandberg, Gunilla

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