This study delves into the experiences of migrant parents residing in Iceland and their perceptions of their children's language learning journey in Icelandic preschools. With multilingualism playing a crucial role in today's diverse Icelandic society, understanding the perspectives of migrant parents is essential for fostering inclusive educational environments in preschools. By taking a critical approach my primary focus will be on identifying and analyzing the short-comings within the educational institutions of Reykjavik City and their impact on migrant parents and their children's language development.
Through qualitative interviews with six migrant parents in Iceland, through narrative analysis, and an autoethnographic approach, this research aims at shedding light on the experiences and challenges of migrant parents as their children navigate language acquisition in Icelandic preschool settings while learning their heritage language at home. I will also ask the question of how much of the policies of the National Curriculum have been carried out in different educational facilities inside Reykjavik. Consequently, I want to discuss if preschools in Reykjavik stick to a multilingual policy or if they try to maintain a monolingual discourse for young children.
The parents I interviewed for this paper expressed concerns about communication issues with their children's preschools in Iceland. Additionally, they highlighted a perceived lack of staff in Icelandic preschools leading to the perceived lack of communication. The parents also felt that there was an overemphasis on the Icelandic language. This, in turn, made it difficult and frustrating for the children to communicate in their home or heritage languages.
The findings aim to contribute to a deeper understanding of multilingualism in educational contexts in Reykjavik and aim at providing valuable insights for educators and policy-makers to support language development and integration for migrant children. There has been a long-standing interest in multilingualism in Icelandic preschools and the impact of the linguistically diverse upbringing of children in this country. With my research I try to contribute to the ongoing discourse on multilingual education in preschools.
Inhaltsverzeichnis (Table of Contents)
- 1. Introduction
- 1.1 The linguistic landscape in Iceland
- 1.2 A brief history of the Icelandic Language
- 1.3 Icelandic Preschools and the Icelandic National Curriculum
- 2. Theoretical Framework and Literature
- 2.1 Multilingual Education
- 2.2 Second Language Acquisition (SLA) and the benefits of multilingualism
- 2.3 Heritage language and mother tongue
- 2.4 Linguistic Human Rights (LHR)
- 2.5 Baseline Recommendations for MLE according to Skutnabb-Kangas
- 2.6 Recommendations for multilingual education to an Icelandic educational context
- 2.7 Critical Race Theory
- 2.8 Language policies
- 3. Methodology
- 3.1 Choice of location and participants
- 3.2 Interview Set-up
- 3.3 Narrative analysis & applying a CRT lens on my research data
- 3.4 Autoethnography
- 3.5 Conduction of interviews and challenges
- 3.6 Research Questions and Purpose of Research
- 3.7 Overview of participants
- 3.8 How interviews were conducted
- 3.9 Ethical issues and the authors positionality
- 4. Data Analysis & Findings
- 4.1 Multilingual Education in Iceland perceived by the parents
- 4.2 Findings from the interviews - General overview & comparison
- 4.3 Educational expectation of the parents
- 4.4 Language development supported by the Preschool
- 4.5 Lack of communication and information
- 4.5.1 Privileges of English-speaking parents
- 4.5.2 Language development concerns
- 4.6 Challenges with staffing at the preschool
- 4.7 The Icelandic language as majority language
- 5. More findings: Balancing Linguistic Diversity and the gap between policy and practice
- 5.1 Being a foreign preschool teacher in Iceland - an autoethnographic approach
- 5.2 Lack of communication
- 5.3 The curriculums focus on learning Icelandic
- 5.3.1 Communication with parents
- 5.4 Language skills of the parents and the impact on communication
- 5.5 Reliance on the educational system in Iceland to teach children Icelandic
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to understand Icelandic migrant parents' perceptions of their children's language learning in Icelandic preschools. It critically examines shortcomings within Reykjavik City's educational institutions and their impact on migrant children's language development. The research utilizes qualitative interviews and narrative analysis, incorporating an autoethnographic perspective.
- Migrant parents' experiences and challenges in Icelandic preschools.
- The implementation of the National Curriculum's multilingual policies in Reykjavik preschools.
- Communication issues between parents and preschool staff.
- The role of the Icelandic language and the impact on heritage language maintenance.
- The influence of Critical Race Theory on understanding the observed disparities.
Zusammenfassung der Kapitel (Chapter Summaries)
1. Introduction: This chapter sets the stage by describing the linguistic landscape of Iceland, providing a brief history of the Icelandic language, and introducing Icelandic preschools and the National Curriculum. It establishes the context for the study by highlighting the growing multilingualism in Icelandic society and the need to understand the experiences of migrant parents in this context. The introduction lays the groundwork for examining the challenges and opportunities related to language learning for children from migrant families in Iceland's educational system.
2. Theoretical Framework and Literature: This chapter reviews relevant literature on multilingual education, second language acquisition, heritage language maintenance, linguistic human rights, and Critical Race Theory. It examines existing frameworks for effective multilingual education and applies them to the Icelandic context. The chapter provides a theoretical foundation for analyzing the data collected in subsequent chapters, connecting broader academic discussions to the specific research questions.
3. Methodology: This chapter details the research design, including the selection of participants (six migrant parents), the interview process, data analysis techniques (narrative analysis and a Critical Race Theory lens), and the integration of autoethnography. It also addresses ethical considerations and the researcher's positionality, ensuring transparency and rigor in the research approach. This methodical description establishes the trustworthiness and validity of the research findings.
4. Data Analysis & Findings: This chapter presents the findings from the interviews, focusing on themes such as parents' perceptions of multilingual education in Iceland, their educational expectations, the support provided by preschools, communication challenges, and the emphasis on the Icelandic language. It provides a detailed analysis of the data, comparing and contrasting the experiences of participants and drawing out key insights relevant to the research questions. The chapter thoroughly explores the complexities of navigating language acquisition within the Icelandic educational system from the perspectives of the interviewed parents.
5. More findings: Balancing Linguistic Diversity and the gap between policy and practice: This chapter delves deeper into the findings, exploring the experiences of a foreign preschool teacher in Iceland (autoethnographic approach) and further analyzing communication issues, the curriculum's focus on Icelandic, parental language skills, and the reliance on the educational system to teach Icelandic. It connects the findings from the previous chapter to broader discussions regarding policy and practice, highlighting the gap between stated goals and lived realities in Icelandic preschools.
Schlüsselwörter (Keywords)
Migrant parents, multilingual education, Icelandic preschools, language acquisition, heritage language, Icelandic language, communication, Critical Race Theory, National Curriculum, policy and practice, linguistic diversity, inclusion.
Häufig gestellte Fragen
What is the subject of this document?
This document provides a language preview of a study focusing on multilingual education in Iceland, specifically within Icelandic preschools. It includes the table of contents, objectives, key themes, chapter summaries, and keywords.
What are the main objectives and key themes of the study?
The study aims to understand Icelandic migrant parents' perceptions of their children's language learning in Icelandic preschools. Key themes include migrant parents' experiences, implementation of multilingual policies, communication issues, the role of the Icelandic language and heritage language maintenance, and the application of Critical Race Theory.
What are the chapters about?
The document outlines the contents of five chapters:
- Chapter 1 (Introduction): Sets the context with an overview of the linguistic landscape, Icelandic language history, and preschool education.
- Chapter 2 (Theoretical Framework and Literature): Reviews relevant literature on multilingual education, second language acquisition, linguistic human rights, and Critical Race Theory.
- Chapter 3 (Methodology): Details the research design, including participant selection, interview process, data analysis, and ethical considerations.
- Chapter 4 (Data Analysis & Findings): Presents findings from interviews with migrant parents, focusing on their perceptions of multilingual education and related challenges.
- Chapter 5 (More findings: Balancing Linguistic Diversity and the gap between policy and practice): Explores the experience of foreign preschool teachers, examines communication issues, and analyzes the gap between policy and the lived realities of Icelandic preschools.
Who are the participants in the study?
The study involves interviews with six migrant parents whose children attend Icelandic preschools.
What methodology does the research employ?
The research utilizes qualitative interviews and narrative analysis, with a Critical Race Theory lens. It also incorporates an autoethnographic perspective.
What are the key issues explored in the research?
Key issues include:
- Challenges faced by migrant parents in Icelandic preschools.
- Effectiveness of communication between parents and preschool staff.
- Impact of the Icelandic language emphasis on heritage language maintenance.
- Alignment of Reykjavik City's preschool education with national multilingual policies.
- The influence of English-speaking parents' privileges on language development concerns.
What are the keywords associated with this research?
The keywords include: Migrant parents, multilingual education, Icelandic preschools, language acquisition, heritage language, Icelandic language, communication, Critical Race Theory, National Curriculum, policy and practice, linguistic diversity, inclusion.
What are some challenges mentioned in the text?
Challenges mentioned include lack of communication between the parents and preschool staff, curriculum focusing mostly on learning Icelandic, and staff challenges at the preschool.
- Quote paper
- Friederike Börner (Author), 2024, A Critical Approach to Migrant Parents’ Perspectives on Children’s Language Learning in Icelandic Preschools, Munich, GRIN Verlag, https://www.grin.com/document/1513216
