Editorial: Languages in Early Childhood Education





In the context of ever-changing global movement of peoples in and between countries, linguistic diversity, and diversity in modes of communication and expression have become increasingly vibrant and visible (D’warte & Slaughter, 2021). These changes have also been reflected in research scholarship into languages acquisition where monolingual-centric assumptions have been disrupted by heteroglossic perspectives that view the linguistic repertoire of any individual, including the very young child, as complex – shaped by the “linguistic, cognitive, social and emotional” characteristics of the individual (Seltzer & García, 2020, p. 2). In orienting this to the classroom, Cummins & Early (2011) argue that the relationship between language and identity cannot be untwined but that indeed, a critical precondition for learning involves recognising and engaging with the cultural and linguistic knowledges and learning experiences of students.


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How to Cite

Slaughter, Y., Keary, A., Gillian, P., & Bonar, G. (2021). Editorial: Languages in Early Childhood Education. TESOL in Context, 30(1), 1–8. https://doi.org/10.21153/tesol2021vol30no1art1571