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Article published In:
Policy and practice in early language learning
Edited by Janet Enever and Patricia Driscoll
[AILA Review 32] 2019
► pp. 138–159
THE LEARNER

Perspectives on bi- and multilingual children’s participation in kindergartens in Iceland

| University of Iceland

Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavíkurborg, Skóla- og frístundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdóttir, 2015; Ragnarsdóttir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.

Keywords: inclusion, social justice, kindergartens, Iceland
Article outline
  • Introduction
  • Background and context: Kindergartens in Iceland
  • Theoretical and conceptual framework
  • The kindergartens
  • Method
  • Findings
    • Leadership, empowering learning spaces and educational practices
    • Multilingual practices and heritage languages
    • Educational partnerships with parents
  • Discussion and conclusion
  • References
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at [email protected].

Published online: 7 April 2020
DOI logo
https://doi.org/10.1075/aila.00024.rag
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