‘They help each other’: How might preschool children’s out-of-school literacy and language activities support classroom practice?

Abstract

Background: Foundational learning policy and practice does not adequately consider preschool children’s literacy and language (LaL) activities outside of school in rural, multilingual areas. Children are thus unable to draw on prior experiences and existing knowledge of language and literacy when learning in monolingual classrooms. Aim: Preschool children’s (aged 3–7) out-of-school LaL activities were explored in detail. Teacher perceptions and value of these activities were recorded to understand their potential as pedagogical tools and strategies. Setting: The study took place in four multilingual rural and semi-rural villages in Mtwara region, Southern Tanzania. Methods: Interviews, observations, participant diaries, fieldnotes and photographs were used to collect data in homes, community spaces and preschools. A translanguaging and multiliteracies lens was used to analyse data. Results: Children participate in a wide range of everyday activities which support LaL development. However, teachers do not perceive these activities as beneficial for learning. A notable exception is learning with peers and siblings, used strategically by teachers to support in-school literacy. Conclusion: When teachers perceive utility in children’s out-of-school activities, they are willing to integrate these into teaching. Drawing attention to what children already understand about language and literacy can reposition this knowledge as an asset to be drawn on. Contribution: Preschool children’s everyday activities can be effective pedagogical tools. In the context of lower literacy outcomes for rural and multilingual children, understanding better how children learn outside of school should be a research and policy imperative.

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