Language learning and multilingualism in early childhood education: a mixed methods analysis in the Spanish education system

Abstract

Languages are essential for an inclusive education. In current global societies, characterised by linguistic diversity, multilingual education is moving from an elitist to an inclusive approach. This research project, applied to the Spanish educational system, is framed within a social and educational context where multilingualism is becoming increasingly relevant, due to the significant increase in foreign student population. This paper presents a project proposal on the analysis of language learning and multilingualism in Early Childhood Education (3-6 years old) as fundamental pillars to achieve an inclusive education. Our study incorporates both the perspective of the teaching staff (active and in training), the pupils and their families of various schools in the province of Málaga. We intend to carry out a mixed methods analysis that includes a representative sample of the different people involved in the early education of children from 3 to 6 years old in Málaga, a province with one of the largest foreign populations in Spain. Despite the linguistic diversity of students in Andalusian schools, there is no support for non-Spanish-speaking students in Early Childhood Education. Therefore, migrant children who do not speak the language used at school are forced to follow the submersion method, according to which speakers of non-dominant languages are forced to learn through a language that they do not understand. This lack of support has very negative consequences in terms of social integration, emotional well-being, communication and academic success for these children. Furthermore, a survey answered by more than 262 students of the Degree in Early Childhood Education at the University of Málaga and by 223 teachers in the province of Málaga has revealed the teachers’ difficulties in dealing effectively with language learning situations in multilingual contexts and the need for urgent and priority training in the development of this teaching competence.