Teachers’ experiences of promoting young students’ language development in inclusive settings

Heidi Selenius; Linda Fälth

doi:10.37291/2717638X.202341216

Authors

Heidi Selenius Stockholm University https://orcid.org/0000-0003-1502-055X
Linda Fälth Linnaeus University https://orcid.org/0000-0001-7261-590X

DOI:

https://doi.org/10.37291/2717638X.202341216

Keywords:

Inclusive education, Preschool class, Language development, Teachers, Thematic analysis

Abstract

Early education is essential in promoting language development for all young students. Teachers will meet 6-year-olds with various language skills in the preschool class in Sweden. They are expected to engage and involve all students in language education to promote each student’s language development. The study aimed to explore teachers’ experiences promoting language development among young students in inclusive settings. Semi-structured interviews were conducted with 17 teachers working with young students in the preschool class. All interviews were transcribed and analyzed with thematic analysis. Three themes were identified, representing the teachers’ knowledge of language development, the pedagogical approach to promoting language development, and students with special needs in oral and written language. The results are related to Shulman's (1986, 1987) framework on teachers’ competence in integrating content and pedagogical knowledge for successful teaching. Teachers in preschool classes might need education and in-service training to master young students' diverse language abilities and needs.

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