Celebrating Multilingual Early Childhoods
By Dr Christine Parker, Early Childhood Researcher and Writer
I am learning alongside Carly Polak and colleagues from Charnwood Nursery and Preschools Group (CNPG), Leicestershire, England
Multilingualism deserves a celebratory perspective where acknowledgement of the young child’s multifaceted approach to communication is acknowledged and underpins early childhood pedagogical intent. Challenges for practice is in problematising what multilingualism means for all children and families, including in monolingual contexts and in identifying effective ways to construct pedagogical approaches collaboratively and from a praxeological viewpoint under workplace constraints.
Redefining multilingualism
To begin with, we challenge the concept of a monolingual context. Does such a place exist in today’s world? Is it not more beneficial and loving of us all to consider the world as a place that is multilingual? With these lines of inquiry in mind, we have started our deliberations by considering a broader definition of multilingualism.
“I see all children as being potentially multilingual. I define multilingualism as encapsulating the many ways that human beings communicate with one another; not only linguistically, through spoken and written languages, but also through body language, sign language, physical literacy and the expressive arts.”
Entering the child’s multilingual world of communication, language and physicality
Through child study and focus conversations we investigate the communication needs of young children and how educators can view children’s play through specific theoretical lenses and ponder on their responses. Initially, we view young children’s play through three theoretical lenses 1) physical literacy, 2) oral language and 3) schema. But to honour a co-constructivist approach we must be open to multiple lenses. The research process must be an authentic learning process.
So, we are engaged in a collaborative research project investigating multilingual early childhoods within the context of a group of preschools located in the Midlands, England. There are 5 settings in total including one which is a Forest School. The settings present contrast in terms of demographic, and locality despite being situated in a relatively small area. Some settings describe themselves as multilingual and some as predominantly monolingual, however already broadening the definition of what we mean by multilingualism is opening minds and hearts.
Creating a series of child studies enables us, as practitioner researchers, to view children’s play and actions through a multilingual lens. Our focus conversations have been insightful in terms of seeking consent from families living in vulnerable circumstances. Therefore, we have considered the value of thoughtfully written and thought-provoking narratives to describe what is seen, felt, heard, touched, both physically and emotionally rather than depending solely on video observations.
Aligned to the child study tradition (Isaacs, 1930), learning stories (Sands & Lee, 2024), a constructivist approach (Athey, 2007) and multilingual pedagogies (Martinez-Leon et al, 2024), this research project seeks collaboration and innovation.
A global perspective
This celebration of multilingual early childhoods reaches out beyond the Midlands, England. We are learning alongside research friends in other regions of England, Ireland, Myanmar and Pakistan and hope to reach out to others around the globe. Emergent themes resonate and are universal. The value of respectful and loving relationships between children, families and educators have come to the fore. However, the power held by the English language globally, through digital technologies, the financial world and global economics, the dominance of English in academia alongside the impact of past colonialism dominate the global dialogue. We recognise that a decolonial approach to early years pedagogy needs serious thought, understanding, rigour and future deeper debate.
To dialogue and learn more about this research project ‘Celebrating Multilingual Early Childhoods’ contact Christine.
References
Athey, C. (2007) (2nd Ed) Extending Thought in Young Children: A Parent – Teacher Partnership. London: Paul Chapman Publishing.
Isaacs, S. (1930) Intellectual Growth in Young Children. London: Routledge.
Martínez-León, N., Andúgar, A. & Cortina-Pérez, B. (eds) (2024) Multilingual Pedagogies for Early Years. Theoretical Insights and Innovative Approaches. Oxford: Peter Lang.
Sands, L. & Lee, W. (2024) Teacher inquiry and learning stories: a site for pedagogical change in EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL 2024, VOL. 32, NO. 6, 1029–1045 https://doi.org/10.1080/1350293X.2024.2381118
If you’re interested in this, you may also like:
Badwan, K., Churchill Dower, C., Farah, W., Flewitt, R., Hackett, A., Holmes, R., MacRae, C., Nair, V KK., Ben Shannon, D. (2026) Language, Place and the Body in Childhood Literacies. Theory, Practice and Social Justice. London: Routledge.