Editorial: Languages in Early Childhood Education

Yvette Slaughter; Anne Keary; Pennington Gillian; Gary Bonar

doi:10.21153/tesol2021vol30no1art1571

Authors

Yvette Slaughter University of Melbourne, Australia https://orcid.org/0000-0001-9829-1720
Anne Keary Monash University, Australia https://orcid.org/0000-0002-4967-5397
Gillian Pennington
Gary Bonar Monash University, Australia https://orcid.org/0000-0002-4768-525X

DOI:

https://doi.org/10.21153/tesol2021vol30no1art1571

Abstract

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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