English as a Foreign Language in Early Language Education

Prošić-Santovac, Danijela; Savić, Vera

doi:10.1007/978-3-030-47073-9_13-1

Cited by 1 publication

(1 citation statement)

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“…This form of majoritised translanguaging may thus be more common than minoritised translanguaging, in line with Beiler (2021). The use of English as an additional language in ECEC is also reported in other European countries (European Commission, 2011;Mourão, 2018;Prošić-Santovac & Savić, 2021). Although some scholars are critical towards the dominant position of English as a global language in educational systems (see, e.g., Macedo et al, 2015;Phillipson, 1992), Alstad and Tkachenko (2018) argue that the introduction of English in the ECEC linguistic environment may serve to challenge and expand the Norwegian language dominance, thereby creating new spaces for children's linguistic resources.…”

Section: Discussionmentioning

confidence: 60%

Present but silent? The use of languages other than Norwegian in mainstream ECEC

Romøren

Garmann

Tkachenko

2023

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In this paper we present a survey-based study on multilingual practices in 47 ECEC (early childhood education and care) centres, mainly in eastern Norway. Our main concern was to investigate the languages known by staff and children and to explore the extent to which these languages are in active use in day-to-day activities. Our data showed that both staff and children in the selected ECEC groups spoke several languages in addition to Norwegian. Even so, a considerable proportion of the languages known by staff and children were never or rarely in use, and in many ECECs the use of languages other than Norwegian mainly took place when parents were present or when children played without staff interference. We discuss our findings considering theories of multilingual education, asking how ECEC staff can work in order to allow for languages other than Norwegian to be more explicitly considered part of the ECEC language learning environment.

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