ABSTRACT

Translanguaging has become a popular concept in educational contexts. However, it has not been discussed much in the kindergarten context of Norway. Many studies on translanguaging have been carried out in specific bilingual classrooms. In kindergartens in Norway, Norwegian is usually the common and majority language whilst a growing number of children attending kindergarten are multilingual with diverse linguistic background, and kindergarten teachers often have limited knowledge in the children’s languages. The article elaborates on the concept of translanguaging from an educational and linguistic perspective. The concept of translanguaging is used as a theoretical lens to discuss kindergarten teachers’ pedagogical practice with multilingual children and parents, as well as discourses in the kindergarten curriculum. The subsequent discussion focuses on the challenges and possibilities that translanguaging brings in its encounter with the kindergarten context in Norway. Whilst translanguaging may bring important challenges on existing views on language and multilingualism and create heteroglossic linguistic spaces for communication with children and their parents, it also encounters boundaries in the complex communication reality in kindergartens in Norway.

摘要

跨语言已成为教育环境中的流行概念。但是，在挪威的幼稚园中对此没有太多讨论。许多关于跨语言的研究都是在特定的双语课堂中进行的。在挪威的幼儿园中，挪威语通常是通用和主要语言，而越来越多的幼儿园儿童会使用多种语言，具有不同的语言背景，而幼儿园老师对儿童语言的了解往往有限。文章从教育和语言的角度阐述了跨语言的概念。跨语言的概念被用作理论视角来讨论幼儿园教师与多语种儿童和家长的教学实践，以及幼儿园课程中的话语。随后的讨论集中在跨语言在与挪威幼儿园环境相遇时带来的挑战和可能性。虽然跨语言可能会对现有的语言和多语制观点带来重大挑战，并为与儿童及其父母的交流创造异语语言空间，但它也在挪威幼儿园复杂的交流现实中遇到了界限。