Norwegian Ecec Teachers’ Didactical Approaches to Scaffolding Multilingual Children’s Language Learning
Bibliographic Data
| ID | 22420697 |
|---|---|
| Authors | Hilde Hofslundsengen (0000-0001-7092-7387, Western Norway University of Applied Sciences, corresponding author), Randi Høyland (0009-0006-0327-6477, Western Norway University of Applied Sciences), Hanne Naess Hjetland (0000-0002-8072-402X, Education and Early Childhood Development), Ann-Kristin Helland Gujord (0000-0002-5916-5323, University of Bergen), Kari-Anne B Næss (0000-0002-0196-1538) |
| Year | 2026 |
| Volume | 54 |
| Issue | 5 |
| Pages | 3853-3863 |
| Publication date | 2026-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 1082-3301 • E-ISSN: 1573-1707 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10643-026-02137-4 |
| OpenAlex | W7128992774 |
| Language | EN |
| References cited | 31 |
One in five children participating in early childhood education and care (ECEC) in Norway has a home language other than Norwegian. The national ECEC curricula state general descriptions that teachers should scaffold children’s language learning. Such general didactic descriptions risk different practices among teachers. This study investigated ECEC teachers’ planned activities and scaffolding of multilingual children’s language learning from the teachers’ perspective. A total of 70 ECEC teachers participated in the study; 13 participated in focus group interviews, and 57 responded to a short survey. The data were analysed qualitatively in NVIVO using systematic text condensation. The findings showed two main didactic approaches. First, the teachers regularly set up small group activities with (a) specific topics to teach target words in the societal language and (b) planned play activities. Second, teachers described that they act as role models for societal language learning, in which they extensively label items and actions in routine activities. The attention given to children’s home languages was limited, and progression in scaffolding approaches or strategies was not present in teacher descriptions, suggesting that this area may need more discussion. Overall, teacher agency seemed uniform in prioritizing the same didactic practices, highlighting the use of all opportunities to scaffold children’s development in the societal language. However, greater focus on evaluation and progression in scaffolding approaches over time might enhance language learning opportunities for multilingual children in ECEC.
Curriculum · Early childhood education · Faculty Development · Focus group · Language acquisition · Language development · Native-language instruction · Norwegian · Sociology of Education · Early Childhood Education and Development · Language Development and Disorders · Multilingual Education and Policy
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| Highly cited | No |
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