Abstract
The Early Years Learning Framework (EYLF) in Australia encourages educators to use multilingual children’s Heritage Language (HL) with them. Despite clear national endorsement and advice, there are inconsistencies in the use of HL with children in Australian early childhood services.
A mixed-method approach with an online survey and interviews was used to examine the facilitators and barriers to educators’ use of HL with multilingual children and parents in early childhood services. Findings reveal the important role of educators’ multilingual competence and a whole-centre approach in supporting multilingual families, where staff team, leaders and management at the centre have to work collaboratively on endorsing multilingualism.
A mixed-method approach with an online survey and interviews was used to examine the facilitators and barriers to educators’ use of HL with multilingual children and parents in early childhood services. Findings reveal the important role of educators’ multilingual competence and a whole-centre approach in supporting multilingual families, where staff team, leaders and management at the centre have to work collaboratively on endorsing multilingualism.
Original language | English |
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Qualification | Master of Philosophy |
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Publication status | Unpublished - 13 Mar 2024 |
Keywords
- early childhood care and education
- heritage language