Implementing multilingual pedagogy in Finnish ECEC groups – from monolingual practices towards more systematic approaches

Abstract

The study explores the implementation of multilingual pedagogy in Finnish early childhood education and care (ECEC) settings. Utilising the LangPeda assessment tool, data were collected from 82 ECEC groups across 47 centres. A qualitative content analysis was conducted to evaluate the pedagogical activities. Findings reveal that while systematic multilingual pedagogy can be implemented irrespective of children's ages or the proportion of multilingual children, only 10 per cent of the groups practiced it systematically. Many ECEC personnel showed narrow engagement with multilingual activities, often due to a lack of knowledge and confidence in supporting languages other than the institution's primary language, or English. Key features influencing the implementation of multilingual pedagogy include perspective to languages, parental engagement, the use of diverse languages, and multilingual activities. The research emphasises the importance of pedagogical choices and attitudes in creating supportive multilingual learning environments, underscoring the potential benefits of multilingual practices for all children. Despite the language policies, the study finds that many educators are not adequately prepared to implement these activities, often requiring self-reflection and adaptation of their teaching methods. The results underline the significance of supporting ECEC personnel through training and resources to meet the challenges of a linguistically diverse population.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.