Opening up new spaces for languaging practice in early childhood education for migrant children

Abstract

ABSTRACT This paper explores language practice in early childhood education for children new to the majority language, discussing how language practice can be transformed through actions such as reflexive dialogues with educators. In a Swedish action-research project, educators and researchers collaborated in reflexive dialogues to develop language practice in a preschool with large linguistic diversity. Various activities forming the basis of the dialogues were implemented, including photography by children enabling them to share their experiences. The results indicate that the educators positioned themselves between two common approaches to language practice for migrant children, i.e. multilingualism and monolingualism, a positioning evident in their language practice. Although striving for a multilingual approach, the educators’ daily activity structure and talk about the children recalled monolingual norms, assuming that people with access to several languages must master one before learning another. Through implementing actions including children’s perspectives and introducing ‘translanguaging’, language practice developed towards multilingualism, focusing increasingly on language as a process for expression and meaning-making rather than a tool for mastering the majority language. This approach turned educators away from deficit assumptions, instead emphasising children’s skills and agency.