Study title

Norwegian kindergarten has become an ethnically and culturally diverse meeting place. This project investigated if and how language mapping can contribute to the inclusion or exclusion of multilingual children. Language mapping in kindergarten is a relatively new, but controversial phenomenon. Supporters claim that the practice helps ensure children the follow-up they need, and an important tool in the effort to neutralize social differences. The critics claim that the practice is largely based on a problem perspective - what children can not. Further, they believe that when the problem is linked to specific groups this is in itself a challenge for inclusion. The main objective of this project was to contribute to a knowledge-based understanding of mapping practices and what this implies for the inclusion of multilingual children in kindergartens and schools. Data was collected through observations and interviews in five kindergartens. The project was carried out in collaboration with Trondheim Municipality. For further information about "Language Mapping of Multilingual Children. A Barrier or a Tool for Inclusion, 2017", please contact the principal investigator.