Abstract:
Demographic evidence indicates that learners in Aotearoa-New Zealand are increasingly likely to speak more than one language and that this is most evident in the Auckland region. These trends suggest emerging challenges for researchers and practitioners. This poster presents our TLRI* research, in progress, which documents the diversity of language use and experiences of children in early childhood education and care in the Auckland region. The collaborative research team includes University of Auckland researchers and teacherresearchers in four early childhood centres: a Māori-medium centre, a Samoan immersion centre, and a kindergarten and a centre with children from a wide range of heritage language backgrounds. Theoretical frameworks influencing the design and analyses include an additive approach to bilingual activity and contexts that views children as potentially capable. The research (2013-2015) addresses three questions: 1. What languages do children from participating ECE centres use in their learning in the centre and at home? 2. What experiences and outcomes for children who learn in more than one language in the early years are valued by parents, teachers, and children? 3. How might the opportunities and challenges for children who learn in more than one language be addressed in educational practice? Objectives within each of the four partner-centre settings are to: · document the languages spoken by children, parents, and teachers in the ECE centre and at home · document and interpret the learning experiences of young children who learn in more than one language (as valued by parents, teachers, and children) · document the valued outcomes for young children who learn in more than one language · in partnership between teacher-researchers and University of Auckland researchers, analyse and theorise the data gathered, using funds of knowledge and additive bilingualism approaches, to build on understandings of the learning and teaching of children who learn in more than one language, and · analyse and theorise, using an 'additive approach' (to bilingualism, immersion, or multi-literacies), to extend understandings of the learning and teaching of children who learn in more than one language.) Research team members are using a range of qualitative and quantitative approaches to generate data about the experiences, opportunities, and challenges associated with learning in more than one language. Methods/tools include: questionnaires for parents and teachers, focus group interviews with parents and teachers, and fieldnote observations of arrivals and departures at the centres, videotaped observations of children's learning experiences in ECE settings, and conversations with children. In the poster session, aspects of these processes will be discussed. This research is significant, given the demographics and that there are gaps in current knowledge about learning experiences, valued outcomes and possible futures for children who are learning in more than one language in their ECE and (or) their family environments. Our study is designed to contribute new findings and to advance knowledge and practice about children learning in more than one language in the early years.