Reading Practices with Multilingual Children in Norwegian Kindergartens

Abstract

One in five children in Norwegian kindergartens are multilingual, and reading practices that encourage the use of multilinguals’ entire linguistic repertoire can serve as important opportunities for language sharing, which is also encouraged by the Norwegian education authorities. In this study, we initially aimed to explore kindergarten reading practices involving languages other than Norwegian. When it became clear that such practices are rare, we expanded our investigation to include early childhood teachers’ experiences of reading with multilingual children more broadly. Our data sources consist of both self-reported data from a nationwide survey on reading practices in Norwegian kindergartens and six semi-structured focus group interviews with kindergarten staff. As reading in Norwegian kindergartens appears to occur in a space between kindergarten children’s right to meaningful experiences in different languages and their need to learn Norwegian, we shed light on what early childhood teachers highlight as central resources for reading with multilinguals. The key resources that emerge in the analyses encompass different forms of expression, hence multimodality is used as the overarching theoretical perspective in the study. Additionally, we discuss how good opportunities for promoting diverse reading practices become evident when kindergarten staff demonstrate curiosity, creativity, and a problem-solving approach to reading with multilinguals.

Keywords

• early childhood education
• dual-language books
• linguistic diversity
• multilingual children
• multimodality
• reading practices