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

Romøren, Anna Sara Hexeberg; Garmann, Nina Gram; Tkachenko, Elena

doi:10.23865/nbf.v19.310

Cited by 4 publications

(6 citation statements)

References 24 publications

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“…Dataene blir vanligvis presentert gjennom utdrag fra transkripsjoner eller skriftlige episodebeskrivelser. I ett prosjekt (Romøren et al, 2023;Tkachenko et al, 2021) ble det brukt spørreskjema og praksisfortellinger skrevet av barnehagelaererstudenter, og dermed omfatter denne studien flere barnehager enn det som er vanlig i etnografiske studier. Enkelte studier har benyttet aksjonsforskning eller intervensjoner som en metodisk tilnaerming (Harju & Åkerblom, 2020;Ilje-Lien, 2019;Kultti, 2017;Ljunggren, 2016).…”

Section: Metodologiske Tilnaerminger Og Teoretisk Forankringunclassified

“…Antall barn med flerspråklig bakgrunn i barnegruppen varierer i studiene fra noen få til nesten alle. Det som kjennetegner denne typen kontekst er at barnehageansattes og barnas språklige repertoarer overlapper i liten grad(Romøren et al, 2023). Da kan man anta at kommunikasjonen ofte er begrenset til å anvende majoritetsspråket som lingua franca med lite rom for innslag av andre språk.Unntaket er når barnehagen ansetter en tospråklig assistent eller en av de ansatte i barnehagen kan morsmålet til noen av barna, og denne ressursen brukes for å skape kommunikasjonsmuligheter på et annet språk enn majoritetsspråket.…”

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Transspråklige praksiser i nordiske barnehager: en kunnskapsoversikt

Tkachenko

2024

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De siste årene har begrepet transspråking vært i forskningens søkelys, og forskere har både utviklet dette begrepet teoretisk og undersøkt det empirisk i ulike utdanningskontekster. Likevel er det behov for mer kunnskap om flerspråklig didaktikk, og flere studier rapporterer om lærernes usikkerhet og behov for kompetanseheving. Målet for denne artikkelen er å systematisere empiriske studier publisert mellom 2010 og 2022 som beskriver flerspråklige praksiser i nordisk barnehagekontekst. Femti studier er inkludert i kunnskapsoversikten og analysert for å beskrive state-of-the-art på forskningsfeltets fagfront. Analysen viser hvilke metoder som har blitt brukt i relevante empiriske studier, i hvilke barnehagekontekster og barnehagesituasjoner flerspråklige praksiser har blitt beskrevet, hvilke temaer som har blitt viet oppmerksomhet og hvordan slike praksiser blir møtt av ulike aktører. ENGLISH ABSTRACT Translanguaging practices in Nordic ECEC: A review of research In recent years, the concept of translanguaging has been in the research spotlight, and researchers have developed this concept theoretically and investigated it empirically in various educational contexts. However, there is a need for more knowledge about multilingual teaching practices, and teachers’ uncertainty reported on in some studies calls for more competence development in this field. The aim of this paper is to systematize empirical studies published between 2010 and 2022 that describe multilingual practices in the Nordic early childhood education and care (ECEC) context. Fifty studies are included and analysed in this scope review to provide the state-of-the-art in the field. The analysis reveals the methods used in relevant empirical studies, the ECEC contexts and situations in which multilingual practices have been described, the topics that have received attention, and how such practices are perceived by different stakeholders.

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Section: Metodologiske Tilnaerminger Og Teoretisk Forankringunclassified

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Transspråklige praksiser i nordiske barnehager: en kunnskapsoversikt

Tkachenko

2024

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“…In certain districts of the capital, Oslo, up to 75% of the children in ECEC centres are DLLs (Oslo Municipality, 2020), while the national average is 20% (Statistics Norway, 2023). The number of shared languages between staff and children in centres is rather limited (Romøren et al, 2023), and with many languages represented in one setting, it is difficult to develop measures that support all languages equally. In fact, using and learning Norwegian is generally prioritised above supporting children's L1 (NOU 2010:7), and reports from multi-ethnic districts of Oslo indicate a lack of systematic efforts to support children's language learning across centres (Borgersen, 2018;Oxford Research, 2019).…”

Section: Norwegian Ecec Settingsmentioning

confidence: 99%

“…The number of families with immigrant and multilingual backgrounds in Norway and other European countries is growing in parallel with segregation (NOU 2020:16;European Commission, 2022). Some areas therefore have large proportions of DLLs in ECEC centres, representing many different languages (Romøren et al, 2023). Collaboration between home and ECEC settings becomes particularly important in diverse settings with heterogeneous families and staff, but to date the literature on the characteristics of such collaboration and which mechanisms strengthen or weaken it is scarce (Aghallaj et al, 2020;Norheim and Moser, 2020).…”

Section: Introductionmentioning

confidence: 99%

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

Ovati,

Rydland,

Grøver

et al. 2024

Front. Educ.

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IntroductionFor teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration.MethodsThis study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration.ResultsResults revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration.DiscussionOur results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings.

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“…The language-learning environment for dual language learning children may be characterised as "assimilative" or "supportive", following the categorization presented by Chumak-Horbatsch (2012, pp. 39-40), in the sense that most activities take place in Norwegian, but that in some ECEC centres, the staff use certain words, sing songs, or occasionally read books in other languages (Alvestad et al, 2019;Romøren et al, 2023).…”

Section: The Norwegian Ecec Contextmentioning

confidence: 99%

Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Hansen

Eliassen²,

Romøren³

et al. 2023

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Developing proficiency in the language(s) spoken in any given society is crucial for the inclusion and attainment of children in that society. With an enrolment rate in Norwegian early childhood education and care (ECEC) of 93.4% for children between age one and five, ECEC constitutes an important out-of-home learning environment for children in Norway. In this study, we examine how the quality of language-learning environments in toddler and preschool groups predicts children’s expressive vocabulary in the majority language depending on children’s home languages. Data from the quality rating scales ITERS R and ECERS-R were used to model quality factors related to expressive vocabulary in toddler and preschool groups. The sample included 1,078 children (876 children with parents who spoke the majority language exclusively, 104 children with one parent who spoke the majority language and one parent who spoke another language, and 57 children with no majority language speaking parents). The results show that the quality of the language-learning environment in toddler and preschool groups is positively associated with expressive vocabulary in the majority language at age three and five, but only for children whose parents spoke the majority language exclusively.

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

Cited by 4 publications

References 24 publications

Transspråklige praksiser i nordiske barnehager: en kunnskapsoversikt

Transspråklige praksiser i nordiske barnehager: en kunnskapsoversikt

Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

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