Språkmedvetenhet i småbarnspedagogiskt arbete : Finländska daghemspedagogers reflektioner

Abstract

During the last decade, Finland has become more multilingual. This can also be seen in steering documents. This study describes how teachers in a bilingual, co-located kindergarten reflect around language awareness and how their discourses correspond with the descriptions of language awareness in Grunderna för planen för småbarnspedagogik 2016 (the national core curriculum). The results show that teachers are aware of their role as language aware adults and how they can support children’s linguistic awareness in Swedish/Finnish but discourses around multilingualism do not arise spontaneously. The results emphasize the need for discussing language awareness in teacher education and in-service training.