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Cited by 28Multilingual Education and PolicyEarly Childhood Education and DevelopmentSecond Language Learning and Teaching

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Language at preschool in Europe: Early years professionals in the spotlight

Open access
Michel, Marije C., Kuiken, Folkert·2014·European Journal of Applied Linguistics
DOI 10.1515/eujal-2014-0005
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Abstract

Over the past few decades early years education throughout Europe has experienced many changes due to higher numbers of children attending centres for early childhood education and care (ECEC), a growing linguistic and cultural diversity in society and a shift from care to education with the focus on preparing children for entry to primary school. These changes have brought with them an expectation from policy makers, researchers and parents for better ECEC. Language support for children is often named as one of the key aspects of high-quality childcare because of its importance in successful entry to and progression within the future educational career of a child. However, rather little is known about how early years professionals meet the linguistic demands of twenty-first century multilingual Europe. The present special issue tries to fill this gap by giving a platform to five European investigations into language at preschool in Europe with a focus on early years educators’ competences, knowledge, skills, beliefs and needs. This introductory article aims to prepare the reader for the contributions that follow in this special issue. We first describe current policy and practice of language support in European ECEC with regard to children’s and educators’ needs. Then, we review all the contributions and provide a summary focusing on the diversity as well as the commonalities of the five investigations, before formulating an outlook for future work.

Checked 2026-10-06 · 1 reference not checked yet

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

This introductory article to a special issue frames language support in European early childhood education and care (ECEC) as a key quality issue, arguing that early years professionals are increasingly expected to meet multilingual children's linguistic needs but often lack the training to do so. It reviews policy, practice and five national studies (Belgium, France, Germany, the Netherlands, UK) to argue for better initial education and in-service coaching of ECEC staff.

Key findings

  • Europe's ECEC population is increasingly linguistically diverse: the EU reports that in 2009 on average 9.3% of 15-year-olds in education had a migrant background, with all five countries covered in the issue above that average (e.g., Belgium 15.1%, France 13.2%, Germany 13.1%, Netherlands 10.6%, UK 12.7% for 15-year-olds). Local extremes are higher: 28% of primary school children in Essen grow up with more than one language, and 56% of secondary school children in Amsterdam have a non-Dutch origin.
  • ECEC staff knowledge and skills are often insufficient: in a 2001 UK study of more than 800 early years professionals, most had only low levels of knowledge about language development and delay, corroborated by very low scores on a test to identify children with SLCN. In Amsterdam, results of Droge et al. (2009, 2010) on more than 650 preschool teachers found 50% did not reach the minimal B1/B2 proficiency level; after compulsory language training, by the end of 2013 more than 80% of the 1665 tested preschool teachers had reached the required proficiency.
  • In Ofner and Thoma's German study, qualitative analysis of 15 early childhood educators' planning, practice and reflection identified two planner types — "elaborate planners" (long-term perspective, specific linguistic objectives) and "restricted planners" (day-by-day content, general language promotion) — with correlational analyses suggesting higher-knowledge staff more often belong to the elaborate group.
  • The article argues that many national governments have ignored the growing needs of early childhood professionals, and that initial training programmes for ECEC staff generally lack specific attention to language support.

Methods

  • Design: an introductory/review article for a special issue, combining a narrative review of European policy and research on language in ECEC with summaries of the five contributing studies.
  • Data: secondary sources — European policy documents (Council of Europe, European Commission, Eurostat, OECD/PISA) and prior empirical studies, including the five special-issue contributions from Belgium, France, Germany, the Netherlands and the UK.
  • Analysis: descriptive synthesis organised around multilingual reality, educational language policy, children's needs, educators' expectations and educators' needs, followed by a comparative discussion of diversity and commonalities across the contributions.

Limitations

  • Stated: the volume "does not claim to provide a representative country-specific overview of language support in European ECEC" but rather illustrates existing diversity; ECEC in many EU countries lies outside compulsory education and is regulated regionally, so support and training are often local, small-scale initiatives; the contributions use different content and methodological approaches and each analyses a "very specific and often local perspective," so not all aspects raised in the introduction are taken up equally, creating possible "tension regarding content."
  • Stated: some contributions focus on majority-language support only and "risk reinforcing the 'monolingual habitus' themselves" (e.g., Kuiken; Ofner and Thoma), and Mroz and Letts deliberately exclude multilingual children in addressing SLCN.
  • Evident from the text: the migrant-background figures used to characterise the population are based on ethnic origin rather than language background and are drawn from primary/secondary pupils, not preschool children, so the authors note they "provide an even less clear picture"; the article itself reports no new primary data.

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Integrity signals

Registry

Crossref · 10.1515/eujal-2014-0005

Cites

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Statistics

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Claims the paper makes

0 of 94 cited sources checked · 0 supported · 0 flagged

  • Premisecitation
    § 2.4 Early years educators are faced with growing expectations · p. 13

    Large efforts have been made throughout Europe to create language programmes and materials for infants and toddlers.

    “In order to support academic and second language acquisition during early years, large efforts have been made throughout Europe to create language programmes and materials for infants and toddlers (e.g., Lisker 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Lisker 2010
  • Premisecitation
    § 1 Introduction · p. 6

    Low levels of school language proficiency form a substantial hurdle that may prevent children from attaining higher forms of education and/or obtaining higher qualified jobs after their school career.

    “As subject matter is taught by means of language, low levels of school language proficiency form a substantial hurdle, which may prevent children from attaining higher forms of education and/or obtaining higher qualified jobs after their school career (Schleppegrell 2004).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Schleppegrell 2004
  • Interpretationreasoning
    § 2.3 Needs of language learning children · p. 12

    The studies presented in this issue suggest that currently many early childcare givers may not be able to live up to the expectations for effective language support.

    “The studies presented in this issue suggest that currently many early childcare givers may not be able to live up to these expectations.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: Little is known about how early years professionals meet the linguistic demands of twenty-first century multilingual Europe.
  • Interpretationreasoning
    § 1 Introduction · p. 5

    Especially in urban contexts, for many children the language dominating at home may not be the same as the language spoken at school.

    “These examples suggest that, especially in urban contexts, for many children the language dominating at home may not be the same as the language spoken at school.”
    Quote in the paperNot a substantial claim
  • Premisecitation
    § 2.1 Multilingual reality in Europe · p. 8

    From 1990 on, migration to Europe became more diverse due to political developments, global inequality, sustained poverty, globalisation, and increased mobility.

    “From 1990 on, however, migration became more diverse. Political developments (the fall of the Iron Curtain, the Balkan wars, the expansion of the European Union), global inequality and sustained poverty (African countries and Asia), as well as globalisation, and increased possibilities for mobility, all had an effect on the composition of modern European society (Extramiana and van Avermaat 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Extramiana and van Avermaat 2011
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  • It may state two separate claims as one. 22

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingcitation
    § 1 Introduction · p. 4

    Large differences exist among and within individual EU member states in the percentage of children with a migrant background.

    “However, large differences exist among and within the individual member states of the EU.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Eurostat 2012
    • cites OECD 2013b

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Findingown data
    § 1 Introduction · p. 4

    The percentages of children with a migrant background for the countries covered in this special issue are all above the European average.

    “The percentages for countries covered in this special issue are all above the European average (cf. Table 1).”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Premisecitation
    § Language at preschool in Europe: Early years professionals in the spotlight · p. 1

    Over the past few decades, early years education throughout Europe has experienced many changes due to higher numbers of children attending ECEC, growing linguistic and cultural diversity, and a shift from care to education focused on preparing children for primary school.

    “Over the past few decades early years education throughout Europe has experienced many changes due to higher numbers of children attending centres for early childhood education and care (ECEC), a growing linguistic and cultural diversity in society and a shift from care to education with the focus on preparing children for entry to primary school.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Eurostat 2012
    • cites Kamerman 2000
    • cites Vertovec 2006

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisereasoning
    § Language at preschool in Europe: Early years professionals in the spotlight · p. 1

    These changes have brought an expectation from policy makers, researchers and parents for better ECEC.

    “These changes have brought with them an expectation from policy makers, researchers and parents for better ECEC.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Goodman and Sianesi 2005
    • cites Justice, Mashburn, Hamre and Pianta 2008
    • cites Whitebook and Ryan 2011

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 1 Introduction · p. 5

    In Amsterdam, 56% of secondary school children have a non-Dutch origin.

    “while in the Dutch capital Amsterdam 56% of secondary school children have a non-Dutch origin (Bureau Onderzoek en Statistiek Amsterdam 2012; see also Young this issue for figures in the French city of Strasbourg).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Bureau Onderzoek en Statistiek Amsterdam 2012
    • cites Young this issue

  • It may state two separate claims as one.

    Premisecitation
    § 2.3 Needs of language learning children · p. 12

    Even though many young children attend early childcare centres and many language support programmes were financed and implemented by local and national governments in recent years, the rate of success is not always as high as intended.

    “However, even though many young children nowadays attend early childcare centres and a myriad of programmes to provide language support were financed and implemented by local and national governments in recent years, the rate of success is not always as high as intended (see e.g. Driessen 2012).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Driessen 2012

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Interpretationnone given
    § 2.3 Needs of language learning children · p. 12

    For many European children, especially in urban centres, being a second language learner and having parents with a low socio-economic background coincide.

    “For many European children, especially, in urban centres, the two factors of being a second language learner and having parents with a low socio-economic background coincide.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation
    § 2.1 Multilingual reality in Europe · p. 8

    In Amsterdam, more than 50% of inhabitants are of non-Dutch origin, while the number of pupils with a migrant background at school is around 60%.

    “In Amsterdam, for example, more than 50% of the inhabitants are of non-Dutch origin, while the number of pupils with a migrant background at school is around 60% (Kuiken this volume).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kuiken this volume

  • It may state two separate claims as one.

    Premisecitation
    § 2.1 Multilingual reality in Europe · p. 8

    Twenty-first century Europe is characterised by linguistic super-diversity of its population, especially in urban centres.

    “Twenty-first century Europe is characterised by linguistic super-diversity of its population; this is especially the case in urban centres (Vertovec 2006).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Vertovec 2006

  • It may state two separate claims as one.

    Premisecitation
    § 2.2 Educational language policy in Europe · p. 9

    Research into child language development has shown that second language competence is not hindered when the first language of a child is valued and recognised, and that a child's general cognitive abilities, other subject matter learning, and emotional factors benefit from a bilingual approach.

    “On the contrary, educational, linguistic and social research into child language development has shown that second language competence is not hindered when the first language of a child is valued and recognised and that a child ' s general cognitive abilities and other subject matter learning as well as emotional factors benefit from a bilingual approach (Bialystok 2001; Bialystok and Martin 2004;”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Bialystok 2001
    • cites Cummins 1978
    • cites Pearson et al. 1993

  • It may state two separate claims as one.

    Premisecitation
    § 2.2 Educational language policy in Europe · p. 9

    For many years, EU policy completely ignored the existing linguistic repertoire of its migrant population, and many member states did so too.

    “For many years, EU policy completely ignored the existing linguistic repertoire of its migrant population -and so have many member states (McPake et al. 2007; Vetter 2013).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites McPake et al. 2007
    • cites Vetter 2013

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 1 Introduction · p. 4

    In 2009, on average 9.3% of 15-year-olds in education in the European Union had a migrant background.

    “The European Union reports that in 2009 on average 9.3% of the 15 year olds in education have a migrant background (Eurostat 2012).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Eurostat 2012
    • Rests on an assumption: Often no clear data are available for the exact number of children in early years education who would benefit from language support.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Interpretationreasoning
    § 1 Introduction · p. 6

    Policy and practice in European ECEC seem to have started to adapt to the changes more recently, albeit at a slow pace.

    “Given the heightened awareness for the needs of language learning children in the educational system, policy and practice seem to have started to adapt to the changes more recently -be it at a slow pace -as reviewed in section 2.3.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 2.4 Early years educators are faced with growing expectations · p. 13

    The Council of Europe has emphasised language as an important domain for ECEC.

    “In line with this, the Council of Europe (2008) has also emphasised language as an important domain for ECEC.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Council of Europe 2008

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Interpretationnone given
    § 1 Introduction · p. 7

    The contrast between supporting home language development and providing sufficient input in the schooling language is presumably one of the most apparent challenges for early years professionals in Europe.

    “Currently, this contrast presumably is one of the most apparent challenges for early years professionals in Europe.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: In some European countries, ECEC staff hold minimal levels of education.

  • It may state two separate claims as one.

    Premisecitation
    § 2.3 Needs of language learning children · p. 12

    Children with specific language and communication needs due to health issues are at risk of not having developed the necessary language skills by the age of five or six, which may hinder successful acquisition of reading and writing at primary school with longstanding effects on later literacy and academic language skills.

    “Also these children are at risk of not having developed the necessary language skills by the age of five or six, which may hinder successful acquisition of reading and writing at primary school with longstanding effects on later literacy and academic language skills (Mroz and Letts this volume).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mroz and Letts this volume

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 1 Introduction · p. 5

    In the German city of Essen, 28% of primary school children grow up with more than one language.

    “For example, in the German city of Essen 28% of primary school children grow up with more than one language (Thürmann et al. 2010)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Thürmann et al. 2010

  • Probably not a substantial claim.

    Interpretationreasoning
    § 2.3 Needs of language learning children · p. 12

    Effective language support can only be expected from appropriately trained and informed early childhood professionals.

    “This can only be expected from appropriately trained and informed early childhood professionals.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Premisecitation
    § 2.3 Needs of language learning children · p. 12

    Often these differences grow over time and strongly affect learning in other subject matter.

    “Worse even, often these differences grow over time and strongly affect learning in other subject matter (Schleppegrell 2004).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Schleppegrell 2004

  • Probably not a substantial claim.

    Premisecitation
    § Language at preschool in Europe: Early years professionals in the spotlight · p. 1

    Language support for children is often named as one of the key aspects of high-quality childcare because of its importance in successful entry to and progression within the future educational career of a child.

    “Language support for children is often named as one of the key aspects of highquality childcare because of its importance in successful entry to and progression within the future educational career of a child.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Dickinson 2011
    • cites Roulstone et al. 2011

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 2.4 Early years educators are faced with growing expectations · p. 13

    Establishing rich language learning environments has received focal interest because of its fundamental value for literacy and the educational career in general.

    “In particular, establishing rich language learning environments (van Gorp and Moons this volume) has received focal interest because of its fundamental value for literacy and the educational career in general (Dickinson 2011; Roulstone et al. 2011).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Dickinson 2011
    • cites Roulstone et al. 2011

  • It may state two separate claims as one.

    Premisecitation
    § 2.3 Needs of language learning children · p. 11

    PISA finds socio-economic status to be the most important factor affecting reading skills among fifteen-year-olds, and reading skills are strongly related to reading socialisation and literacy practices modelled to the child at home or at school.

    “The Programme for International Student Assessment (PISA, OECD 2006) finds SES to be the most important factor that affects reading skills among fifteen year olds -and reading skills are strongly related to reading socialisation and literacy practices modelled to the child be it at home or at school.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites OECD 2006

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 2.4 Early years educators are faced with growing expectations · p. 13

    Today, an institution providing ECEC is expected to provide effective support in child development in several domains including language, motor skills, early science and musical ability as well as social-emotional and behavioural skills.

    “Based on the manifold changes in early childhood education and care (ECEC), today, an institution providing ECEC is expected to provide effective support in child development in several domains including language, motor skills, early science and musical ability as well as social-emotional and behavioural skills (Piasta et al. 2012).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Piasta et al. 2012

  • It may state two separate claims as one.

    Premisecitation
    § 1 Introduction · p. 4

    Early years education in many EU countries lies outside compulsory education and is regulated at regional, not national, levels.

    “This is due to the fact that early years education in many EU countries lies outside (i.e., before) compulsory education and is regulated at regional (and not national) levels (Eurostat 2012).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Eurostat 2012

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Interpretationnone given
    § 2.2 Educational language policy in Europe · p. 10

    One trend in recent years has been that language support programmes traditionally aimed at school children increasingly target infants and toddlers during the earliest years of their development, in nurseries, preschools and kindergarten.

    “One trend in recent years has been that these initiatives have ' wandered down ' the educational ladder. That is, language support programmes that traditionally aimed at school children more and more target infants and toddlers during the earliest years of their development, i.e., at nurseries, preschools and kindergarten.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Premisecitation
    § 3.3 Early years education, language and social background: A decade of changing policy and practice · p. 17

    A 2001 study found that most ECEC staff had only low levels of knowledge about language development and delay, corroborated by very low scores on a test to identify children with SLCN.

    “Data revealed that most ECEC staff had only low levels of knowledge -a finding that was corroborated by very low scores on a test to identify children with SLCN.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Mroz and Letts this issue

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation
    § 3.4 Competencies of preschool educators in Amsterdam: A Dutch perspective on language proficiency, language targets and didactic skills · p. 17

    Kuiken concludes that despite new policy measures and some positive first effects, there is still a great deal of work for the future, in particular, regarding the education and knowledge base of ECEC staff about language development and support.

    “He concludes that despite the new policy measures and some positive first effects, there is still a great deal of work for the future, in particular, regarding the education and knowledge base of ECEC staff about language development and support.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Kuiken this issue

  • It may state two separate claims as one.

    Premisereasoning
    § 4.1 The diversity of ECEC in Europe mirrored in these contributions · p. 19

    The early years professionals who are the focus of some of the studies in this issue take care of very young children, are teaching assistants, or have been trained in countries where the BA requirement does not hold; consequently, those carers may only hold a vocational degree.

    “While European countries often require Bachelor degrees for the workforce in institutionalised ECEC settings (Eurostat 2012), the early years professionals who are the focus of some of the studies in this issue take care of very young children, are teaching assistants -as is the case of the French A.T.S.E.M. (Young) -or they have been trained in countries where the BA requirement does not hold (Ku”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Kuiken
    • cites Ofner and Thoma

  • It may state two separate claims as one.

    Premisecitation
    § 3.1 Working with super-diversity in Strasbourg pre-schools: Strengthening the role of teaching support staff · p. 15

    French policy tends to advocate a dominant francophone perspective, in contrast to the super-diverse linguistic reality.

    “The author continues with a sociolinguistic analysis of the discourse about language in the national and regional official documents, which reveals that, in contrast to the super-diverse linguistic reality, French policy tends to advocate a dominant francophone perspective.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Young this issue

  • Probably not a substantial claim.

    Premisecitation
    § 3.3 Early years education, language and social background: A decade of changing policy and practice · p. 17

    Mroz and Letts interpret the decrease in the role of SES as a first sign that policy and curriculum changes have equipped ECEC staff with higher competences so that they can give better support to children in need.

    “Mroz and Letts interpret this as a first sign that the policy and curriculum changes have equipped ECEC staff with higher competences so that they can give better support to children in need.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Mroz and Letts this issue

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisenone given
    § 4.2 The unified challenges of ECEC in Europe mirrored in this special issue · p. 20

    The authors agree that language and the acquisition of academic language skills needed for successful education is a crucial aspect of early childhood development as it goes hand in hand with cognitive development and is a prerequisite for a successful entry to primary school and the further educational career.

    “Third, the authors agree that language and the acquisition of academic language skills needed for successful education is a crucial aspect of early childhood development as it goes hand in hand with cognitive development and is a prerequisite for a successful entry to primary school and the further educational career.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites this issue

  • Probably not a substantial claim.

    Premisecitation
    § 3.5 Early childhood educators ' abilities in planning language learning environments · p. 18

    Earlier research within the project SprachKoPF showed that there is considerable variation among ECEC staff's knowledge and abilities.

    “Earlier research within the project SprachKoPF showed that there is considerable variation among ECEC staff ' s knowledge and abilities (Michel et al. 2014).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Michel et al. 2014

  • It may state two separate claims as one.

    Premisecitation
    § 4.1 The diversity of ECEC in Europe mirrored in these contributions · p. 19

    A third source of diversity is the training of ECEC staff, which differs a great deal among European countries and accordingly in the studies presented here.

    “A third source of diversity is the training of ECEC staff, which differs a great deal among European countries and accordingly in the studies presented here.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Eurostat 2012

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 2.5 Needs of early years educators · p. 14

    Institutionalised EU pre-primary education must employ staff with specialised qualifications in education.

    “Institutionalised EU pre-primary education ' must employ staff with specialised qualifications in education ' (Eurostat 2012: 69).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Eurostat 2012: 69

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation
    § 2.5 Needs of early years educators · p. 14

    Dickinson (2011) concluded that although preschool programs have had some success in meeting children's needs, many have failed to help teachers' language-enhancing practices that are needed to bolster language learning.

    “More recently, Dickinson (2011: 964) came to a similar conclusion: ' Although preschool programs have had some success in meeting children ' s needs, many have failed to help teachers ' language-enhancing practices that are needed to bolster language learning. '”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Dickinson 2011: 964

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 2.5 Needs of early years educators · p. 14

    A decade ago, UK-based researchers called for attention as the knowledge, skills, and training needs of early-years-professionals in relation to children's speech and language development have not been identified in any systematic way.

    “A decade ago, UK-based researchers called for attention as ' [ … ] the knowledge, skills, and training needs of early-years-professionals in relation to children ' s speech and language development ' (Mroz and Hall 2003: 117) have not been identified in any systematic way.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mroz and Hall 2003: 117

  • It may state two separate claims as one.

    Premisecitation
    § 2.5 Needs of early years educators · p. 14

    Many early years professionals lack the required knowledge and skills to provide language support and feel overwhelmed by the linguistic and intercultural expectations and duties they are faced with.

    “However, many lack the required knowledge and skills to provide language support and feel overwhelmed by the linguistic and intercultural expectations and duties they are faced with.”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Faas 2010
    • cites Fried 2008
    • cites Michel et al. 2014

  • It may state two separate claims as one.

    Premisecitation
    § 3.2 Creating rich language environments for more than one language: A work in progress in Flemish childcare · p. 16

    A follow-up study from 2011 yielded some changes in daily practice: more daycare centres favoured a pragmatic multilingual approach and staff seemed to combine Dutch and French more often.

    “A follow-up study from 2011 yielded some changes in daily practice: more daycare centres favoured a pragmatic multilingual approach and staff seemed to combine Dutch and French more often.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Van Gorp and Moons this issue

  • It may state two separate claims as one.

    Premisecitation
    § 2.5 Needs of early years educators · p. 14

    Germany is an exception to the rule that the majority of EU countries require a Bachelor's degree for ECEC staff; its minimum level of initial teacher qualification is either upper secondary or nontertiary post-secondary level.

    “While the majority of EU countries require a Bachelor ' s degree for ECEC staff, at least one country presented in this volume forms an exception to this rule: in Germany ' the minimum level of initial teacher qualification is either upper secondary or nontertiary post-secondary level [though first BA degrees emerge, cf. Ofner and Thoma this issue]. Conversely, a master ' s degree is required in”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Eurostat 2012: 110-111

  • It may state two separate claims as one.

    Premisecitation
    § 2.5 Needs of early years educators · p. 14

    Some early years professionals feel well equipped and are able to demonstrate effective linguistic behaviour when taking care of children in need.

    “That is, some professionals do feel well equipped and are able to demonstrate effective linguistic behaviour when taking care of children in need.”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Faas 2010
    • cites Fried 2008
    • cites Michel et al. 2014

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation
    § 4.3 Final remarks and outlook · p. 21

    The minimum level of qualification required for becoming a pre-primary teacher has risen across Europe compared to 2006/07.

    “Not least, the articles presented in this issue call for a better initial education of early childhood practitioners and intensive coaching for in-service professionals -a request that seems to have reached stakeholders in Europe: ' Overall, it can be noted that the minimum level of qualification required for becoming a pre-primary teacher has risen across Europe compared to 2006/07 ' (Eurostat 2”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Eurostat 2012: 110-111

  • Probably not a substantial claim. The paper may give no reason why it holds.

    Interpretationnone given
    § 4.3 Final remarks and outlook · p. 21

    Across Europe, there seems to be a lack of attention to linguistic content and skills in the initial training of early childcare professionals.

    “Across Europe, there seems to be a lack of attention to linguistic content and skills in the initial training of early childcare professionals.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.

    Interpretationreasoning
    § 4.3 Final remarks and outlook · p. 21

    As long as early childhood educators for the youngest children have only to finish minimal levels of vocational training, they rely on intuitive and at times naive approaches to child language support, unknowingly perform poorly when implementing programmes for language development with the risk of turning them ineffective, and sometimes even have adopted harmful practices with young language earn

    “As long as early childhood educators for the youngest children have only to finish minimal levels of vocational training, it is not surprising that they (a) rely on intuitive and at times naive approaches to child language support, (b) unknowingly perform poorly when implementing programmes for language development with the risk of turning them ineffective and (c) sometimes even have adopted”
    Quote in the paperNot a substantial claim
43 of 43

  • The paper relies on this without support.

    Little is known about how early years professionals meet the linguistic demands of twenty-first century multilingual Europe.

    “However, rather little is known about how early years professionals meet the linguistic demands of twenty-first century multilingual Europe.”

  • The paper relies on this without support.

    Often no clear data are available for the exact number of children in early years education who would benefit from language support.

    “Interestingly, often no clear data are available for the exact number of children in early years education who would benefit from language support.”

  • The paper relies on this without support.

    In some European countries, ECEC staff hold minimal levels of education.

    “This question in particular is vital given the fact that in some European countries ECEC staff hold minimal levels of education and may be overwhelmed by this dual task.”

  • The paper relies on this without support.

    There is no evidence whether institutions providing ECEC are able to meet the expectations placed on them.

    “Interestingly, there seems to be no evidence whether institutions providing ECEC are able to meet these expectations.”

  • The paper relies on this without support.

    There is a European trend that more children attend daycare from a young age which has generated an awareness of the need for qualitatively higher levels of early years education.

    “First, there seems to be a European trend that more children attend daycare from a young age which has generated an awareness of the need for qualitatively higher levels of early years education.”

  • The paper relies on this without support.

    Greater awareness of the diversity of languages in the European context has resulted in most European countries starting to invest large amounts of money into preschool programmes for young children.

    “Fourth, greater awareness of the diversity of languages in the European context, which particularly manifests itself in education and most significantly in early years education, has resulted in most European countries starting to invest large amounts of money into preschool programmes for young children.”

  • The paper relies on this without support.

    Early years professionals who take care of younger children fall outside the guidelines for institutionalised ECEC and some European countries are satisfied with lower levels of education.

    “Early years professionals who take care of younger children fall outside these guidelines and some European countries are satisfied with lower levels of education.”

  • The paper relies on this without support.

    Due to earlier policy measures aiming to increase labour participation of migrant women, a considerable percentage of Amsterdam ECEC staff are of non-Dutch origin.

    “Due to earlier policy measures aiming to increase labour participation of migrant women a considerable percentage of Amsterdam ECEC staff are of non-Dutch origin.”
8 of 8

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Table 1 labels younger age groups as including second-generation children

    Minor

    The table heading says its percentages cover first- or second-generation children, but the note says the figures for the two younger age groups count children born abroad. A born-abroad measure does not include second-generation children born in the country.

1 of 1

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 51

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Related

Metadata

Authors
Michel, M. C., & Kuiken, F.
Affiliations
  • Lancaster University (GB)
  • University of Amsterdam (NL)
Corresponding author
Michel, Marije C.
ORCID
Venue
European Journal of Applied Linguistics
Publisher
Walter de Gruyter GmbH
Published
2014-04-01
Volume
2
Issue
1
Pages
1-26
ISSN
  • 2192-9521 (ISSN-L)
  • 2192-953X
DOI
10.1515/eujal-2014-0005
OpenAlex
W2139720638
Semantic Scholar
c0121527aeef6da6ce05bf71dc1cb5e8cf08e3ad
Cited by
28
References
35
Citations by year
2025: 4 · 2024: 1 · 2023: 5 · 2022: 3 · 2021: 5 · 2020: 4 · 2019: 2 · 2018: 2 · 2017: 1 · 2016: 1
FWCI
3.21
Type
journal article
Language
en
Open access
Licence
Locations
  • European Journal of Applied Linguistics (publishedVersion, cc-by-nc-nd)
  • Lancaster EPrints (Lancaster University) (submittedVersion)
  • UvA-DARE (University of Amsterdam) (submittedVersion)
  • Data Archiving and Networked Services (DANS) (submittedVersion)
Topics
  • Social Sciences › Linguistics and Language › Multilingual Education and Policy
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
Keywords
language support, early childhood education and care, preschool, early childhood educators, educator competence, linguistic diversity, multilingualism, language policy, transition to primary school, Europe

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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

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