Multilingual Early Childhood Education: Modern Approaches and Research


Isaak Papadopoulos, PhD – Assistant Professor, Department of Early Childhood Education and Care, International Hellenic University, Greece
Tanya Hathaway, PhD – Senior Lecturer, Arden University, UK

Series: Education in a Competitive and Globalizing World; Languages and Linguistics
BISAC: EDU029080; EDU023000; LAN009000

This book offers a nuanced collection of chapters that bring together the concepts of linguistic diversity and early childhood education, to offer a comprehensive exploration of the latest insights and research in this rapidly evolving field. This edited volume represents an intellectual journey into the heart of education, where multilingualism intersects with the formative years of a child’s development.

The editors have achieved more than a mere collection of essays. The volume is a collaborative effort that brings together the expertise of scholars, researchers, and practitioners from around the world. The diverse perspectives presented in this volume reflect the richness of multilingual experiences in early childhood settings and underscore the importance of fostering linguistic diversity in educational practices.

Elucidating the different facets of policy and practice in bilingualism, multilingualism and translanguaging, this resource not only captures the current state of research but also sparks conversations and inspires future investigations. This book serves as a valuable tool for educators, researchers, policymakers, and anyone passionate about providing young learners with a foundation that embraces and celebrates linguistic diversity.

Table of Contents


Chapter 1. Verbal and Non-Verbal Rhetoric in Translanguaging Classrooms: An Intercontinental Study in Preschool Education
Isaak Papadopoulos, PhD
Assistant Professor, Department of Early Childhood Education and Care, International Hellenic University, Sindos-Thessaloniki, Greece

Chapter 2.
In between the Standard Greek and the “Other” Languages: The Neglect of the Romani Language in the Official Standards of Early Language Teaching
Filippos Tentolouris, PhD
Department of Early Childhood Education, University of Thessaly, Volos, Greece

Chapter 3. Multilingual Childhood Education in Morocco: Challenges and Opportunities
Zahra El Aouri, PhD
Department of English Studies, Cadi Ayyad University, Marrakesh, Morocco

Chapter 4. Meta- and Crosslinguistic Awareness in Mainstream versus Multilingual Educational Programmes: Where Do Children Develop Better Multilingual Competencies?
Barbara Hofer, Priv., Dr.phil, MA
DyME Innsbruck University (A); Free University of Bolzano/Bozen/Bulsan (I)

Chapter 5. The Dynamics of Language Policy and Practice in the Face of Growing Linguistic Diversity
in Early Childhood and Care in Ireland

Ute Walker¹, PhD and Christiane Schulte²
¹Massey University, Palmerston North, New Zealand
²University of Galway, Galway, Ireland

Chapter 6. Benefits of Exploring Children’s Multilingual Identity through Multimodal Narratives
Angelica Lazor, MA
National College of Education, Roehampton University, London, UK

Chapter 7. Implementing the Textual Transpodidactic Model for Teaching and Learning Languages
in Multicultural Early Childhood Classrooms

Pilar Couto-Cantero, PhD
Department of Specific Didactics, Faculty of Education Sciences, Universidad de A Coruña, A Coruña, Spain

Chapter 8. The Multilingual Influenced Outcomes of the Education System in the Maghreb Region of North Africa
Lalia Belabdi, Doctoral candidate
Doctoral Program in Translational Studies, Professional and Audiovisual Translation, Valladolid University, Valladolid, Spain

Chapter 9. Translanguaging Pedagogy in the Algerian EFL Classrooms: Teaching Vocabulary
and Negotiating Social Justice Issues

Ouacila Ait Eldjoudi, PhD
University of Southampton, Southampton, UK

Chapter 10. Making Sense of Writing: Infants’ Experiences in Two Multilingual Day Care Centres in Luxembourg
Claudine Kirsch, PhD and Valérie Kemp, MA
Department of Humanities, University of Luxembourg, Luxembourg
Chapter DOI: 10.52305/XYLP7011

Chapter 11. Translanguaging in a Bilingual Classroom
Pauls Balodis¹, PhD, Ilze Miķelsone², PhD, and Ekaterina Protassova¹, Drhab
¹Department of Languages, University of Helsinki, Helsinki, Finland
²Department of Teacher Education, University of Latvia, Riga, Latvia

Chapter 12. Do Multilingual Childhood Networks Influence EFL Teachers’ Code-Switching Behavior?
Emel Kucukali, PhD
School of Foreign Languages, Dokuz Eylul University, Izmir, Turkey

Chapter 13. Fostering Children’s Engagement in Early Childhood Education through Teacher Designed Multilingual Materials
Vera Savić, PhD
Faculty of Education in Jagodina, University of Kragujevac, Kragujevac, Serbia

Chapter 14. Language and Literacy in Early Childhood Classroom Pupils: A Multilingual Perspective
Iris Alfi-Shabtay, PhD
The Multidisciplinary Faculty, Levinsky-Wingate Academic College, Israel

Chapter 15 Stories in Multilingual Early Childhood Classrooms
Mateja Dagarin Fojkar¹, PhD, Katja Bunderšek², and Tina Rozmanič³,
¹Faculty of Education, University of Ljubljana, Slovenia
²Ivan Grohar Elementary School, Škofja Loka, Slovenia
³Faculty of Education, University of Ljubljana, Slovenia

Chapter 16. Investigating the Training Needs of English Language and Preschool Teachers in Greece in the Context of the English in Preschool Education Project (EAN)
Evdokia Karavas, PhD, (ABD)
Department of English Language and Literature, National and Kapodistrian University of Athens, Greece

Chapter 17. Impact of Action Song Videos with Total Physical Response on Vocabulary Learning among Early Learners: Evidence from Greek Kindergarten Education
Theodora Limperatou and Vasilios Zorbas, PhD
Hellenic Open University, Patras, Greece


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