Multilingual Pedagogies for Early Years

Multilingual Pedagogies for Early Years: Theoretical Insights and Innovative Approaches

At a time when globalisation and cultural interconnectivity are at their zenith, the growing interest in diverse linguistic contexts is well-received and multilingualism is the new standard in applied linguistics (May, 2014). Traditionally, bilingual education has been referred to as an approach to education in which two different languages are used. Therefore, a natural inference for defining multilingual education would be the use of more than two languages in education. Multilingual education “refers to the use of two or more languages in education, provided that schools aim at multilingualism and multiliteracy” (Cenoz & Gorter, 2015, p. 2). However, some authors, such as García, have highlighted the democratising aspect of multilingual education. Multilingual education is often used to introduce minority languages, sometimes the students’ mother tongue, to learn and facilitate learning. As a result, multilingual education has moved from an elitist to an inclusive approach (García & Lin, 2016).

Multilingual pedagogies are a flourishing field (Quehl, 2022) as there is a growing need to embrace the different languages that cohabit either at the school, social, or family scenarios in the learning process, whether they are majority or minority languages, or whether in a formal or informal teaching context. The rationale behind multilingualism is to devise a more in-depth and respectful awareness of cultural and linguistic diversity, preparing future generations to be competent and empathetic global citizens.

The volume focuses on the early years as the initial educational stage preceding formal elementary education. This stage typically covers ages between 3 and 8 years old, depending on each country (UNICEF, 2023; Vandenbroeck et al., 2018). The book also includes additional experiences that extend into the early years of elementary education, considering it a transitional and essential phase between early childhood education (ECE) and primary education.

The relevance of ECE for the integral development of the individual is increasingly emphasised by many international institutions, governments, and researchers (Vandenbroeck et al., 2018). According to the latest UNICEF (2023) report:

Early childhood has been recognized by the international community and proven by decades of research to be a crucial time in a child’s life. During these early years, children develop the skills and capacities they need for future learning and growth. Generally understood to apply to children aged 8 years and younger, early childhood development (ECD) encompasses motor, cognitive, language, socio-emotional, and self-regulatory skills and capacities (p. 9)

In addition, the Sustainable Development Goals call on countries to ensure that all children have access to quality pre-primary education by 2030, so that they are ready for later elementary school. This interest is reflected in reports such as the “Progress Report on National Benchmarks” (UNESCO, 2023). The most recent Eurydice report (2023) concludes that, in the context of Europe, language learners are gradually starting to acquire languages other than their mother tongue at a younger age.

Research in the field of multilingualism at an early age has emphasised the critical role of inclusive multilingual education (Lengyel, 2012), and in this vein translanguaging is a cornerstone for attaining more comprehensive, learner-centred pedagogies (García et al., 2017). Hence, translanguaging pedagogy, which allows for an inclusive perspective and the multiplicity of languages in the classroom, is effective in engaging young multilingual learners in literacy practices (Andersen, 2017), and even more, when it is tailored to a specific educational context (Gorter & Arocena, 2020). Studies such as Kirsch’s (2020) demonstrate how translanguaging can become a genuine mainstream practice, stressing the significance of teacher education oriented towards observation and reflection. Within this framework, it is necessary the use of context-specific resources, albeit some research show that there is a glaring absence of resources for teaching in multilingual settings, neither pedagogical principles to help implement effective and successful multilingual practices (French, 2019; Søndergaard et al., 2021). Therefore, it may be beneficial to improve the understanding of effective and innovative techniques that can support teachers in developing appropriate multilingual practices. Although teachers are aware of the potential benefits of early multilingualism, there is some uncertainty about the appropriate pedagogical approaches to multilingualism in early childhood education (Díaz et al., 2023), including family involvement and socialisation as two determinant factors for successful experiences (Søndergaard et al., 2021). And to do so, teachers must place children at the heart of the learning process. As García and Flores (2012) state “multilingual pedagogies are thus at the centre of all education that meaningfully includes learners; that is, education that is not only done to students but in which students do and participate” (p. 232).

In light of this scenario, “Multilingual Pedagogies for Early Years: Theoretical Insights and Innovative Approaches” is a ground-breaking work pre-set to enlighten the way towards a future in which multilingual pedagogy is at the heart of early childhood education. This book is envisioned as an essential resource for educators, researchers, and policymakers, offering a compelling and contemporary perspective on the teaching and learning of multiple languages in early childhood. It is structured into four meticulously crafted sections, offering a comprehensive view of multilingual language learning in the early years and highlighting both theoretical underpinnings and innovative practices in multilingual contexts.

The present volume is divided into four main sections that frame the construct and research of multilingual pedagogies in the early years.

Section 1: Theoretical Insights into Multilingual Pedagogy

The first section of the book lays a solid foundation, delving into key theories and concepts in multilingual pedagogy. This section not only explores the theoretical underpinnings but also provides insight into how these theories can be applied in early learning environments. From the significance of the sociocultural environment to the cognitive strategies employed by young learners, this section sets the stage for a deeper understanding of the subsequent sections.

The first chapter builds on the theories of funds of knowledge and funds of identity, showing the benefits of incorporating them into early language learning practice. Benefits related mainly to learning and development, as well as social justice, in regions such as Argentina, Catalonia, England, and New Zealand.

The second chapter on global citizenship encourages learners to understand and reflect upon the world, as well as respond to its challenges and paradoxes. This chapter demonstrates how awakening to languages, a pluralistic approach with a long history in Europe, and other multilingual pedagogies suit particularly well as early childhood global citizenship pedagogies.

The section continues with a chapter that delves into early literacy acquisition in EFL and bilingual settings, exploring and reflecting on the needs of EFL students when it comes to reading and writing in English, especially in the early stages of literacy, as well as offering a series of criteria to adapt the methodology synthetic phonics to an EFL context.

Finally, the concept of metalinguistic awareness is covered in the fourth chapter, along with learning techniques that may help the early learner become more conscious of his multilingual identity.

Section 3: Community, Family and Child Agency in Early Multilingualism

The third section of the book emphasises the importance of community, family, and children’s agency in the acquisition and development of multilingualism. Recognizing that language learning extends beyond the classroom walls, this section highlights how familial and community environments significantly contribute to the linguistic learning process. Through a holistic approach, this section underscores the vital role that external factors play in fostering multilingualism from an early age.

This section begins with a chapter that discusses how family dynamics affect the learning process of reading in English in the initial years of Elementary Education level and the relationship with the reading habits and attitudes of these families at home. The subsequent chapter on analysing the agents responsible for the development and maintenance of the Otomi language and culture in this Mexican community. The next section is a discussion of the Maya language in the Maya region. It explores how children’s language activities and communicative practices play a fundamental role in the way languages are spoken, reclaimed, strengthened, and shifted, particularly in contact zones where language shift is prevalent and vigorous.

Family language policies in French- and Spanish-speaking families of young children in Germany are also discussed. The study presents findings on parental discourse regarding children’s multilingualism, language acquisition, and language management. It provides insights into the challenges, successes, and aspirations of parents from the diverse French- and Spanish-speaking world in fostering multilingualism from an early age.

Section 4: Teacher Education for a Multilingual Pedagogy

The final section of this work emphasises the crucial role of teacher education in ensuring the success of multilingual pedagogies, focusing mainly on training teachers to successfully address the challenges and opportunities in educating children within multilingual environments. From innovative approaches in initial teacher training to strategies for ongoing professional growth, this section provides a comprehensive guide to equipping educators with the requisite skills and knowledge for effective multilingual pedagogy.

The first chapter underscores the increasing urgency of preparing teachers for multilingual education across diverse educational settings, analysing the teacher knowledge base of the early childhood additional language teacher.

The second chapter delves into the development of language-aware early childhood teacher education in Finland’s minority-medium mainstream context. It advocates for socially just education by training teachers to embrace multilingual pedagogies beyond national bilingualism and English, even in minority-medium schools.

The third chapter explores a teacher education model for in-service preschool teachers. It focuses on integrating English effectively in multilingual preschool contexts and developing competencies necessary for teaching English through participatory action research and a task-based language approach.

Moving to pre-service teachers, the subsequent chapter examines 159 pre-service EFL teachers’ perceptions regarding phonics. It analyses their experiences with an English literacy course introducing synthetic phonics and its use in EFL Spanish classrooms to promote literacy.

Finally, the last chapter in this section delves into linguistically and culturally responsive pedagogy for young EFL learners. The study investigates diverse EFL classrooms in Cyprus, exploring teachers’ perceptions, attitudes, challenges, and needs regarding multilingualism and multiculturalism among young learners through various research methods involving university students.

The book aims to connect theoretical insights with practical applications by exploring diverse contexts and innovative methodologies in multilingual pedagogy. This collection aims to inspire educators, policymakers, and researchers to navigate the complexities of multilingual pedagogy in the early years.