Abstract
This contribution focuses on language socialization in multilingual settings in early childhood, and perspectives for early childhood education as plurilingual language education. It summarizes monolingual and monocultural traditions of education systems, research and practices, particularly in European states, which contribute to the persistent exclusion of bilingual children of migrant backgrounds and to language programs that focus mainly on national majority languages. Paths of early childhood bilingualism reveal differences that affect education theory, research and practice, and evidence from second language acquisition research shows that children benefit from growing up bilingual, especially when having language contacts in their early years. Based on these findings, an inclusive approach to plurilingual education is sketched, and some of its practical implications for early education institutional processes are discussed.
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