37.1919, Books: Multilingualism, Peer Interactions, and Play: Thieme (2026)

[The LINGUIST List]

LINGUIST List: Vol-37-1919. Fri May 29 2026. ISSN: 1069 - 4875.

Subject: 37.1919, Books: Multilingualism, Peer Interactions, and Play: Thieme (2026)

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Date: 28-May-2026
From: Jan Martin [lotdissertations-fgw at uva.nl]
Subject: Multilingualism, Peer Interactions, and Play: Thieme (2026)


Title: Multilingualism, Peer Interactions, and Play
Subtitle: A Multi-Methods Investigation in Early Childhood Education
and Care in the Netherlands
Series Title: LOT Dissertation Series
Publication Year: 2026

Publisher: Netherlands Graduate School of Linguistics / Landelijke
(LOT)
           http://www.lotpublications.nl/
Book URL: https://dx.medra.org/10.48273/LOT0712

Author(s): Anne-Mieke Thieme

Paperback
ISBN: 978-94-6093-497-1
Pages: 191
Price: 35,00 euros

Abstract:

This dissertation is about multilingualism in early childhood
education and care (ECEC), with a focus on the peer interactions and
play of multilingual children. In many Western countries, including in
the Netherlands, linguistic diversity in ECEC has increased. There are
indications of language-based inequity in the literature: multilingual
children in ECEC might not always experience many peer interactions
and play of high quality, but it is unclear which factors might
explain these findings. Our aim therefore was to investigate the peer
interactions and play of multilingual children in ECEC in the
Netherlands, and to examine which individual and situational language
factors relate to them.
We conducted a literature review study, a teacher study based on
surveys and interviews, an observation-based social network study, and
a video observation study. Our results shed a positive light on
multilingualism in ECEC. Children could learn multiple languages in
ECEC, multilingual children could have many peer interactions if they
played with peers with a similar language background, and they could
have high play quality if they used their home language. Our evidence
suggested that there was no negative effect of multilingualism on peer
interactions or (peer) play quality. Instead, it seemed that
situational factors played a role, such as group composition,
pedagogical practices, and language policy. In terms of practical
implications, this dissertation suggests that the use of home
languages in ECEC might have positive effects on peer interactions and
play. Teachers seemed to play an important role in creating
opportunities for peer interactions.

Linguistic Field(s): Applied Linguistics

Subject Language(s): Dutch (nld)




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