Research topic/aimThis study is part of a larger study focusing on further education for all preschool educators in one municipality regarding strategies for language development and knowledge acquisition. Our previous study based on a questionnaire distributed to all preschool educators, in the municipality, before, during or after they attended the education, showed a high awareness of strategies and a good understanding of various reasons for the importance of language acquisition in preschool. The results also showed a domination for reasons connected to daily activities and children’s rights to communication and mutual understanding over reason such as preparing for future education and democratic citizenship. Our focus in this study lies with preschool principals and their understanding of their role in the continuous development of strategies for working towards translanguaging in preschool and the promotion of a human rights perspective

Theoretical frameworkThe over-arching theoretical framework draws on cultural-historical activity theory, CHAT (Engeström & Glăveanu, 2012; Hasan & Kazlauskas, 2014). CHAT allows us to examine elements within a system, relations, influences and tensions. It supports a systematic approach for understanding human activities and interactions in relation to its specific context. For this particular study we also use theories of translanguaging (Williams 1996) and human rights in education (Tibbitts, 2002). 

Methodological designThe study was carried out with a series of semi-structured focus group interviews with all the principals in the municipality (Morgan & Hoffman, 2018). Analyses will draw on an activity theory framework (Hashim & Jones, 2007) with an inductive approach. The CHAT model for analysis consists of the elements: subject, object, tools, rules, division of labour and community. The model provides opportunities to follow processes of change and to understand and explain what is happening (or not) over time (Engeström & Glăveanu, 2012; Hasan & Kazlauskas, 2014). 

Expected conclusions/findingsPrincipals’ conceptualizations of how they can organize and facilitate the continuous work with strategies for language development and knowledge acquisition.

Relevance to Nordic educational researchThe study is highly relevant to Nordic educational research as the Nordic countries face similar challenges in preparing bilingual children for school, enhancing their language acquisition and promoting school achievements. How preschool principals organize this work may implications for principal professional education and issues closely related to equity, democracy and human rights.

Engeström, Y., & Glăveanu, V. (2012). On third generation activity theory: Interview with Yrjö Engeström. Europe's Journal of Psychology, 8(4), 515-518. https://doi.org/10.5964/ejop.v8i4.555

Hasan, H. & Kazlauskas, A. (2014). Activity Theory: who is doing what, why and how. In H. Hasan (Eds.), Being Practical with Theory: A Window into Business Research (pp. 9-14). 

Hashim, N. H, & Jones, M. L. (2007). Activity Theory: A framework for qualitative analysis. Http://Ro.Uow.Edu.Au/Cgi/Viewcontent.Cgi?Article%3D1434%26context%3Dcommpapers