000			01616nam a22001937a 4500
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040			_cLDD
100			_aBjorhusdal, Eli
245			_aLanguage policy on the ground in Norwegian kindergartens
260			_aElsevier, 2024
300			_bp. 1-15
490			_aJournal Of Linguistics And Education _vVol. 81
500			_aThe study explores literacy conditions for preschool children acquiring Nynorsk, a lesser used Norwegian written language. Norway has no official language policy for the use of Nynorsk and Bokmål, the majority written language, in preschool education. By observing when and how Nynorsk, Bokmål, and other varieties are involved in activities where texts and print play a role, we examine language policy appropriation in kindergartens in a community where the children are going to have Nynorsk as first written language when they attend formal education. The study shows that the predominant literacy practices create spaces for kindergarten staff's language policy agency, but that their choices are limited – especially by textual artefacts. Teacher-made materials are often in Nynorsk, while materials from the outside are in Bokmål. The lack of official language policy results in kindergarten staff being the ones, if anyone, to ensure written language stimulation for ‘the Nynorsk children’.
650			_aLanguage Policy
700			_aKlove Juuhl, Gudrun
856			_yclick here to access online _uhttps://www.sciencedirect.com/science/article/pii/S0898589824000275
942			_2ddc _cARTICLES
999			_c193616 _d193616