Challenges to Relational Commitments of Preschool Staff in Supporting Children in Contexts with a High Proportion of Early Second Language Learners in Sweden

Abstract

Research Findings: Few studies address the contextual conditions for preschool staff in supporting children in preschool, especially in classrooms with high proportions of early second language learners (L2-learners). The aim of the study was to describe preschool staff’s support of children’s engagement in units with high proportions of L2-learners. In an exploratory mixed-methods approach, eleven interviews (11 units and 27 staff) were conducted, analyzed through content analysis. For the observations, 121 preschool staff (31 units) were added, and 594 children were observed (42 classrooms), analyzed through T-tests to investigate staff’s contextual differences in units with high proportions (>80%) of L2-learners (L2-groups) and child groups with high proportions (>80%) of L1-learners. Content analysis revealed a main theme of a commitment to establish relationships with the children while managing cultural values and norms. In interacting with children individually, the staff wanted to be close to the children and acknowledging them. In these aspects, no differences were found between staff between groups. Differences occurred in interaction with children in groups. Staff in L2-groups struggled with routines, mediating values and encouraging children learning from each other. Policy/practice: Staff in L2-groups need further encouragement from the organization to manage the needs of children in L2-groups without straining their commitments.