Home language use in Norwegian early childhood education and care: Polish mothers’ perspectives

• Monika Stąpor ^[2] ; Joakim Evensen Hansen ^[1] ; Nina Gram Garmann ^[2]
  1. [1] University of Stavanger

     University of Stavanger

     Noruega

     
  2. [2] Department of Early Childhood Education, Oslo Metropolitan University
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 46, Nº. 6, 2025 (Ejemplar dedicado a: Exploring language dynamics across (migrant) communities), págs. 1626-1639
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The aim of this study is to increase knowledge on immigrant parents’ perspectives on use and support of home languages (HLs) in Norwegian Early Childhood Education and Care (ECEC) to promote language development and social inclusion. Better knowledge about parents’ views and expectations may prepare ECEC teachers for difficult situations in partnerships with parents. In this study, we interviewed five Polish immigrant mothers to explore their experiences and expectations regarding the support of their HL, Polish, in Norwegian ECEC centres. The interviews were analysed using a reflexive thematic analysis, and we characterised the mothers’ perspectives by the use of the analytical concepts of assimilative, supportive and inclusive language practices [Chumak-Horbatsch (2012). Linguistically Appropriate Practice: A Guide for Working with Young Immigrant Children. University of Toronto Press]. In general, the mothers appreciated the use of Polish during the transitional phase in ECEC to ease their children’s first weeks there. While some mothers advocated for continued HL use within ECEC following the transition period, others prioritised full Norwegian immersion to promote the acquisition of Norwegian and social integration. Interestingly, they all treasured a general multilingual ECEC environment, but they were divided as to whether this multilingual environment should include Polish.