Acquisition of the majority language in Norwegian ECEC: Relating language-learning environment in ECEC to expressive vocabulary

Abstract

Developing proficiency in the language(s) spoken in any given society is crucial for the inclusion and attainment of children in that society. With an enrolment rate in Norwegian early childhood education and care (ECEC) of 93.4% for children between age one and five, ECEC constitutes an important out-of-home learning environment for children in Norway. In this study, we examine how the quality of language-learning environments in toddler and preschool groups predicts children’s expressive vocabulary in the majority language depending on children’s home languages. Data from the quality rating scales ITERS R and ECERS-R were used to model quality factors related to expressive vocabulary in toddler and preschool groups. The sample included 1,078 children (876 children with parents who spoke the majority language exclusively, 104 children with one parent who spoke the majority language and one parent who spoke another language, and 57 children with no majority language speaking parents). The results show that the quality of the language-learning environment in toddler and preschool groups is positively associated with expressive vocabulary in the majority language at age three and five, but only for children whose parents spoke the majority language exclusively.

ECEC Teachers’ Reported Practices and Attitudes Toward Read-Alouds in Nordic Multilingual Classrooms

“…The quality of the language environment in ECEC classrooms has been found to predict monolingual Norwegian children's language skills (Hansen et al, 2023). Several studies have shown that read-aloud activities can provide rich language inputs for young children.…”