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Linguistic Diversity and Literacy Practices in Early Childhood Education in Norway

  • Gunhild Tomter AlstadEmail author
  • Lise Iversen Kulbrandstad
Chapter
Part of the International Perspectives on Early Childhood Education and Development book series (CHILD, volume 17)

Abstract

Diversity of all kinds has increased in Western societies as a result of global migration, bringing both opportunities and challenges to educational settings. This chapter focuses on how linguistic diversity is reflected in language and literacy practices in early childhood education in Norway, an educational context which traditionally is characterized by informal learning. In recent years, educational policy, however, has stressed the importance of kindergarten attendance as an important preparation for meeting Norwegian as the main school language. The chapter starts out with a description of the socio-political level including laws, regulations and curriculum concerning bilingualism and literacy. Furthermore, it draws on an analysis from a case study of kindergarten teachers’ second language teaching practices and beliefs, documented through observations and interviews. The analysis demonstrates how informal teaching practices in activities like picture book reading and play create opportunities for more complex and challenging second language and multilingual literacy experiences.

Keywords

Language Learner Early Childhood Education Picture Book Kindergarten Teacher Vocabulary Knowledge 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  • Gunhild Tomter Alstad
    • 1
    Email author
  • Lise Iversen Kulbrandstad
    • 1
  1. 1.Hedmark University of Applied SciencesElverumNorway

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