Children’s Multilingualism in Inclusive Preschools in Iceland

This research project aims to explore children’s multilingualism and how children’s preschools build on the language resources which families and children bring to their preschools. Research has shown that children actively create their own knowledge and can express themselves regarding their views on language learning and that each child has a unique bilingual or multilingual experience. This qualitative research study contributes to in-depth research with children on their multilingual experiences as described by their parents, preschool teachers and principals. Data was collected from 2022 to 2025 in semi-structured interviews with six parents, their children’s preschool teachers and principals in three preschools in Iceland. The findings indicate that the parents value their children’s language repertoire and use diverse tools to support their children’s multilingualism. The teachers in the study are all interested in supporting the children’s multilingualism, although some of them claim that they lack knowledge, training, and support in implementing multilingual practices. The children are active agents in developing language policies and practices in their families. They contribute to their families’ language practices with their input, ideas, choices, and language preferences. Although Icelandic is the main language used in the preschools, the children, supported by their teachers and principals, have the opportunity and agency to develop their multilingualism. The research findings provide practitioners, policy makers and parents with suggestions as to how children can and will benefit from support in maintaining their heritage languages. More structured collaboration and policy guidance are likely to strengthen children’s multilingualism.