?Om man börjar från början?. Litteracitetspraktiker i flerspråkiga familjer med små barn.
FlerspråkighetMångspråkiga bibliotekSociokulturellt perspektivEarly childhood literacyFamily literacy
The aim of this master thesis is to investigate how parents? in multilingual families perceive language learning and reading for young children, and how their practice of this can be understood in relation to their language situation and cultural background.This study focuses on the interaction between parents? and young children in the light of the literacy practice. Important concepts such as early childhood literacy and family literacy have been used to study language, culture and literacy practice as phenomena that interact. The theoretical framework is a sociocultural perspective. Through qualitative interviews with seven parents?, it was found that multilingual families have a strong ambition for their children to learn all the languages spoken in the family. They also have a high ambition to read to their children. The ability to do so is not proportional the circumstances to give children a good start at an early age by consciously practicing language and reading to the child in the mother tongue. Lack of access to books in the mother tongue is one of the reasons. Some also prefer reading Swedish books in order to practice Swedish. Another reason is an ambivalent attitude to which order the languages in the family should be prioritized. Considering cultural aspects, the parents? childhood memories of literacy practices from their background is linked to factors such as parents? who are illiterate, lack of reading, but also rich oral storytelling traditions.