Harmoonilise kakskeelsuse toetamine Euroopa alushariduses

Aarts, R., Demir-Vegter, S., Kurvers, J., & Henrichs, L. (2016). Academic language in shared book reading: Parent and teacher input to mono- and bilingual preschoolers. Language Learning, 66, 263–295. https://doi.org/10.1111/lang.12152

Alstad, G. T., & Mourão, S. (2021). Research into multilingual issues in ECEC contexts: Proposing a transdisciplinary research field. European Early Childhood Education Research Journal, 29(3), 319–335. https://doi.org/10.1080/1350293X.2021.1928845

Bergeron-Morin, L., Peleman, B., & Hulpia, H. (2023). Working with multilingual children and families in early childhood education and care (ECEC): Guidelines for continuous professional development of ECEC professionals. NESET report. Publications Office of the European Union.

Bezcioglu-Göktolga, I., & Yagmur, K. (2018). The impact of Dutch teachers on family language policy of Turkish immigrant parents. Language, Culture and Curriculum, 31(3), 220–234. https://doi.org/10.1080/07908318.2018.1504392

Chang, F., Crawford, G., Early, D., Bryant, D., Howes, C., Burchinal, M., Barbarin, O., Clifford, R., & Pianta, R. (2007). Spanish-speaking children’s social and language development in pre-kindergarten classrooms. Early Education and Development, 18(2), 243–269. https://doi.org/10.1080/10409280701282959

Chumak-Horbatsch, R. (2012). Linguistically Appropriate Practice. A guide for working with young immigrant children. University of Toronto Press.

Chumak-Horbatsch, R. (2019). Using Linguistically Appropriate Practice. A guide for teaching in multilingual classrooms. Multilingual Matters. https://doi.org/10.21832/9781788924962

Clark, E. V. (2024). First Language Acquisition (4th ed.). Cambridge University Press. https://doi.org/10.1017/9781009294485

Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89(4), 585–592.

Dahoun, Z. (1995). Les couleurs du silence. Le mutisme des enfants de migrants. Calmann-Lévy.

De Houwer, A. (1990). The acquisition of two languages from birth. A case study. Cambridge University Press. https://doi.org/10.1017/CBO9780511519789

De Houwer, A. (2009). Bilingual First Language Acquisition. Multilingual Matters. https://doi.org/10.21832/9781847691507

De Houwer, A. (2004). Jonge kinderen met twee talen [Young children with two languages]. In Vlaamse Onderwijsraad [Flemish Educational Council] (Ed.), Meer talen in de basisschool? Een verkenning. [More languages in primary school? An exploration] (pp. 67–78). Garant.

De Houwer, A. (2015). Integration und Interkulturalität in Kindertagesstätten und in Kindergärten: Die Rolle der Nichtumgebungssprache für das Wohlbefinden von Kleinkindern. In E. Reichert-Garschhammer C. Kieferle, M. Wertfein, & F. Becker-Stoll (Eds.), Inklusion und Partizipation. Vielfalt als Chance und Anspruch (pp. 113–125). Vandenhoeck & Ruprecht. https://doi.org/10.13109/9783666701733.113

De Houwer, A. (2017). Minority language parenting in Europe and children’s well-being. In N. Cabrera & B. Leyendecker (Eds.), Handbook on positive development of minority children and youth (pp. 231–246). Springer. https://doi.org/10.1007/978-3-319-43645-6_14

De Houwer, A. (2019). "Hier spreekt men (alleen) Nederlands"! Een wijze beslissing op Vlaamse scholen? ["Here we speak (only) Dutch"! A wise decision in schools in Flanders?]. Tijdschrift voor Onderwijsrecht en Onderwijsbeleid (T.O.R.B.) [Journal for Educational Law and Educational Policy, www.torb.be] 2019–20/1–2, 113–118.

De Houwer, A. (2020a). Harmonious Bilingualism: Well-being for families in bilingual settings. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbook of home language maintenance and development. Social and affective factors (pp. 63–83). De Gruyter Mouton. https://doi.org/10.1515/9781501510175-004

De Houwer, A. (2020b). Why do so many children who hear two languages speak just a single language? Zeitschrift für Interkulturellen Fremdsprachenunterricht, 25(1), 7–26.

De Houwer, A. (2021). Bilingual development in childhood. Cambridge University Press. https://doi.org/10.1017/9781108866002

De Houwer, A., & Ortega, L. (2025). Simultaneous and sequential acquisition of multiple languages. In J. Schwieter & J.-M. Dewaele (Eds.), Multilingualism (pp. 9–29). Bloomsbury.

De Houwer, A., & Pascall, M. (2021). Unsere Kinder und ihre Sprachen: Hürden, Bedürfnisse und Chancen. In M. R. Textor & A. Bostelmann (Eds.), Das Kita-Handbuch. Verlag Herder.

de Oliveira, L. C., Gilmetdinova, A., & Pelaez-Morales, C. (2016). The use of Spanish by a monolingual kindergarten teacher to support English language learners. Language and Education, 30(1), 22–42. https://doi.org/10.1080/09500782.2015.1070860

DJI [DJI-Projekt "Multikulturelles Kinderleben"] (2000). Wie Kinder multikulturellen Alltag erleben. Ergebnisse einer Kinderbefragung. Deutsches Jugendinstitut.

Drury, R. (2007). Young bilingual learners at home and school: Researching multilingual voices. Trentham Books.

Drury, R. (2013). How silent is the ‘Silent Period’ for young bilinguals in early years settings in England? European Early Childhood Education Research Journal, 21(3), 380–391. https://doi.org/10.1080/1350293X.2013.814362

Erdemir, E. (2022a). Summer preschools for Syrian refugee and host community children in Turkey: A model of contextually sensitive early intervention. Early Education and Development, 33(5), 912–938. https://doi.org/10.1080/10409289.2021.1961426

Erdemir, E. (2022b). Uncovering community cultural wealth through an early intervention program: Syrian refugee children speaking. Early Childhood Education Journal, 50, 259–278. https://doi.org/10.1007/s10643-020-01140-7

European Commission/EACEA/Eurydice (2025). Key data on early childhood education and care in Europe 2025 – Eurydice report. Publications Office of the European Union.

Fthenakis, W. E., Sonner, A., Thrul, R., & Walbiner, W. (1985). Bilingual-bikulturelle Entwicklung des Kindes. Ein Handbuch für Psychologen, Pädagogen und Linguisten. Hueber.

Gelir, I. (2023). Teacher’s beliefs and flexible language strategies in a monolingual preschool classroom. Education 3-13 (International Journal of Primary, Elementary and Early Years Education), 51(8), 1256–1266. https://doi.org/10.1080/03004279.2022.2061028

Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy. Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9, 7–25. https://doi.org/10.1080/19313152.2014.981775

Hilbig, I. (2020). Nedarnioji dvikalbystė mišriose emigrantų šeimose [Unharmonious early bilingualism in inter-ethnic Lithuanian emigrant families]. Taikomoji kalbotyra, 14, 1–20. https://doi.org/10.15388/Taikalbot.2020.14.1

Ho, J., & Funk, S. (2018). Promoting young children’s social and emotional health. Young Children, 73(1). https://www.naeyc.org/resources/pubs/yc/mar2018/promoting-social-and-emotional-health

Hyson, M. C. (1994). The emotional development of young children: Building an emotion-centered curriculum. Teachers College Press.

Jahreiß, S. (2018). Migrationsbedingte Mehrsprachigkeit in Kitas. Eine empirische Studie zum Praxistransfer einer Weiterbildung für Erzieherinnen und Erzieher. Waxmann.

Kan, P. F., Jones, M., Meyers-Denman, C., & Sparks, N. (2025). Emergent bilingual children during the silent period: A scoping review of their communication strategies and classroom environments. Journal of Child Language, 52(3), 558–591. https://doi.org/10.1017/S0305000924000151

Katz, L. G., & McClellan, D. E. (1997). Fostering children’s social competence: The teacher’s role. National Association for the Education of Young Children.

Kirsch, C. (2021). Practitioners’ language-supporting strategies in multilingual ECE institutions in Luxembourg. European Early Childhood Education Research Journal, 29(3), 336–350. https://doi.org/10.1080/1350293X.2021.1928721

Kirsch, C., & Seele, C. (2020). Translanguaging in early childhood education in Luxembourg: From practice to pedagogy. In J. A. Panagiotopoulou, L. Rosen, & J. Strzykala (Eds.), Inclusion, education, and translanguaging: How to promote social justice in (teacher) education? (pp. 63–81). Springer International. https://doi.org/10.1007/978-3-658-28128-1_5

Kostyuk, N. (2005). Der Zweitspracherwerb beim Kind: eine Studie am Beispiel des Erwerbs des Deutschen durch drei russischsprachige Kinder. Verlag Dr. Kovač.

Kratzmann, J., Jahreiß, S., Frank, M., Ertanir, B., & Sachse, S. (2017a). Einstellungen pädagogischer Fachkräfte in Kindertageseinrichtungen zur Mehrsprachigkeit. Zeitschrift für Erziehungswissenschaft, 20 (2), 237–258. https://doi.org/10.1007/s11618-017-0741-7

Kratzmann, J., Jahreiß, S., Frank, M., Ertanir, B., & Sachse, S. (2017b). Standardisierte Erfassung von Einstellungen zur Mehrsprachigkeit in Kindertageseinrichtungen. Dimensionierung eines mehrdimensionalen Konstrukts. Frühe Bildung, 6 (3), 133–140. https://doi.org/10.1026/2191-9186/a000329

Kratzmann, J., Sawatzky, A., & Sachse, S. (2020). Professionalisierung pädagogischer Fachkräfte in Kindertageseinrichtungen – Über das Zusammenspiel von Wissen, Einstellungen und Handeln. Zeitschrift für Erziehungswissenschaft, 23, 539–564. https://doi.org/10.1007/s11618-020-00946-w

Langeloo, A., Mascareño Lara, M., Deunk, M. I., Klitzing, N. F., & Strijbos, J.-W. (2019). A systematic review of teacher–child interactions with multilingual young children. Review of Educational Research, 89(4), 536–568. https://doi.org/10.3102/0034654319855619

Lastikka, A.-L., & Lipponen, L. (2016). Immigrant parents’ perspectives on Early Childhood Education and Care practices in the Finnish multicultural context. International Journal of Multicultural Education, 18(3), 75–94. https://doi.org/10.18251/ijme.v18i3.1221

Le Pichon, E., & de Jonge, M. (2016). Linguistic and psychological perspectives on prolonged periods of silence in dual-language learners. International Journal of Bilingual Education and Bilingualism, 19(4), 426–441. https://doi.org/10.1080/13670050.2015.1007918

Leseman, P., & Slot, P. (2014). Breaking the cycle of poverty: Challenges for European early childhood education and care. European Early Childhood Education Research Journal, 22, 314–326. https://doi.org/10.1080/1350293X.2014.912894

Manigand, A. (1999). Le silence des enfants turcs à l’école. Psychologie & Éducation, 37, 57–73.

Mary, L., & Young, A. S. (2017a). Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion. Language and Intercultural Communication, 17, 455–473. https://doi.org/10.1080/14708477.2017.1368147

Mary, L., & Young, A. S. (2017b). From silencing to translanguaging: Turning the tide to support emergent bilinguals in transition from home to pre-school. In B. A. Paulsrud, J. Rosen, B. Straszer, & A. Wedin (Eds.), New perspectives on translanguaging and education (pp. 108–128). Multilingual Matters. https://doi.org/10.2307/jj.22730721.11

Nap-Kolhoff, E. (2010). Second language acquisition in early childhood: A longitudinal multiple case study of Turkish-Dutch children. Netherlands Graduate School of Linguistics LOT.

Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children’s social-emotional skills in preschool can enhance academic and behavioral functioning in Kindergarten: Findings from Head Start REDI. Early Education and Development, 24(7), 1000–1019. https://doi.org/10.1080/10409289.2013.825565

Norheim, H., & Moser, T. (2020). Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: a review based on empirical research. European Early Childhood Education Research Journal, 28(6), 789–805. https://doi.org/10.1080/1350293X.2020.1836582

OECD (2020). Early learning and child well-being: A study of five-year-olds in England, Estonia, and the United States. OECD Publishing. https://doi.org/10.1787/3990407f-en

Pascall, M., & De Houwer, A. (2021). Mehrsprachige Literacy-Erziehung in der Kita. In M. R. Textor & A. Bostelmann (Eds.), Das Kita-Handbuch. Verlag Herder.

Ragnarsdóttir, H. (2021). Multilingual childhoods of refugee children in Icelandic preschools: educational practices and partnerships with parents. European Early Childhood Education Research Journal, 29, 410–423. https://doi.org/10.1080/1350293X.2021.1928719

Redaktion Pro Kita-Portal (2024). Sprachliche Bildung: Kinder lernen Sprache. https://www.prokita-portal.de/bildungsbereiche-entwicklungsziele-kita/sprachliche-bildung-kinder/

Robertson, L. H., Drury, R., & Cable, C. (2014). Silencing bilingualism: a day in a life of a bilingual practitioner. International Journal of Bilingual Education and Bilingualism, 17(5), 610–623. https://doi.org/10.1080/13670050.2013.864252

Romøren, A. S. H., Garmann, N. G., & Tkachenko, E. (2023). Present but silent? The use of languages other than Norwegian in mainstream ECEC. Nordisk barnehageforskning, 20(1), 1–21. https://doi.org/10.23865/nbf.v19.310

Stąpor, M., Hansen, J. E., & Garmann, N. G. (2025). Home language use in Norwegian early childhood education and care – Polish mothers’ perspectives. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2481199

Surrain, S., Curenton, S. M., & Jarquín Tapia, C. (2023). Fostering dual language learners’ participation in head start classroom conversations through code-switching in whole group and small group settings. Early Education and Development, 34(4), 885–909. https://doi.org/10.1080/10409289.2022.2073749

Zheng, Z. (2025). Teachers’ beliefs about multilingualism in Early Childhood Education settings: A scoping review. Education Sciences, 15(7), 849. https://doi.org/10.3390/educsci15070849

Tabors, P. (1997). One child, two languages: A guide for preschool educators of children learning English as a second language. Paul Brookes Publishing Co.

Thieme, A.-M., Hanekamp, K., Andringa, S., Verhagen, J., & Kuiken, F. (2022). The effects of foreign language programmes in early childhood education and care: a systematic review. Language, Culture and Curriculum, 35(3), 334–351. https://doi.org/10.1080/07908318.2021.1984498

Thiersch, R. (2007). Sprachförderung mehrsprachiger Kinder im Kindergarten. In T. Anstatt (Ed.), Mehrsprachigkeit bei Kindern und Erwachsenen. Erwerb, Formen, Förderung (pp. 9–30). Narr.

Tkachenko, E., Romøren, A. S. H., & Garmann, N. G. (2021). Translanguaging strategies in superdiverse mainstream Norwegian ECEC: Opportunities for home language support. Journal of Home Language Research, 4(1), 1–13. https://doi.org/10.16993/jhlr.41

Twardosz, S. (2005). Expressing warmth and affection to children. Center on the Social and Emotional Foundations for Early Learning. What Works Briefs.

Van der Wildt, A., Aghallaj, R., De Backer, D., Vandenbroeck, F. M., & Ağirdağ, O. (2024). Multilingual language minority parents’ perspectives on their relationships with caregivers regarding the multilingual upbringing of the child: a large-scale exploration within childcare facilities in Flanders. International Journal of Multilingualism, 21(3), 1386–1400. https://doi.org/10.1080/14790718.2023.2168675

Verhoeven, L. T. (1991). Predicting minority children’s bilingual proficiency: Child, family, and institutional factors. Language Learning, 41, 205–233. https://doi.org/10.1111/j.1467-1770.1991.tb00684.x

von Grünigen, R., Perren, S., Nägele, C., & Alsaker, F. (2010). Immigrant children’s peer acceptance and victimization in kindergarten: The role of local language competence. British Journal of Developmental Psychology, 28(3), 679-697. https://doi.org/10.1348/026151009X470582

von Grünigen, R., Kochenderfer-Ladd, B., Perren, S., & Alsaker, F. (2012). Links between local language competence and peer relations among Swiss and immigrant children: The mediating role of social behaviour. Journal of School Psychology, 50(2), 195–213. https://doi.org/10.1016/j.jsp.2011.09.005

Young, A. S. (2014a). Unpacking teachers’ language ideologies: attitudes, beliefs, and practiced language policies in schools in Alsace, France. Language Awareness, 23(1–2), 157–171. https://doi.org/10.1080/09658416.2013.863902

Young, A. S. (2014b). Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff. European Journal of Applied Linguistics, 2(1), 27–52. https://doi.org/10.1515/eujal-2014-0004