Anja Maria Pesch

• Lexander, Kristin Vold; Nordanger, Marte & Pesch, Anja Maria (2025). Forhandling av ansvar for språk og inkludering: en neksusanalyse av valg av språk og fellesskap hos voksne flyktninger og arbeidsinnvandrere, flerspråklige skoleelever og lærere i voksenopplæring, skole og barnehage. NOA - Norsk som andrespråk. ISSN 0801-3284. 41(2), s. 67–92. doi: https:/ojs.novus.no/index.php/NOA/article/view/2533/2538. Fulltekst i vitenarkiv
• Hiss, Florian & Pesch, Anja Maria (2025). Barnehagegarderoben som dynamisk flerspråklig sted: En etnografisk studie av det levde rom. Målbryting. ISSN 1500-8576. 16, s. 75–98. doi: 10.7557/17.8049. Fulltekst i vitenarkiv Vis sammendrag

  Studien undersøker hvordan barn, foreldre og ansatte i en barnehage skaper et sosialt rom i barnehagens garderobe gjennom (språklige) hand­linger og språkvalg. Basert på ett års etnografisk feltarbeid, som inklude­rer deltakende observasjon, dokumentasjon av barnehagens semio­tiske landskap, feltsamtaler og intervjuer med personalet, viser studien hvor­dan garderoben blir et sted for flerspråklige praksiser mens barnehagen ellers domineres av en norskspråklig norm. Studien viser hvordan barn og voksne tar eierskap til dette rommet og skaper et fler­språklig sted gjennom sine handlinger. Analysen bygger på Lefebvres teori om produksjonen av sosiale rom – gjennom romlig praksis, rom­mets representa­sjoner og det levde rom, perspektiver fra Gadamer om lek og Pascual-de-Sans’ begrep om idiotopi. Funnene viser at språkvalg og konstruksjo­nen av garderoben som sosialt rom påvirkes av komplekse prosesser knyttet til sted, tid og aktørskap. Når garderoben er mindre i fokus for de ansatte, kan den bli et viktig sted for barnas lek, hvor de forhandler både språklige normer og andre regler. Studien argumenterer for betydningen av slike sosiale rom som en del av barnehagens språk­miljø, der barna selv kan ta eierskap og gjøre språkvalg som bryter med majoritetsspråklige normer. Samtidig framheves viktigheten av tid i forskning på språk og sted, både teoretisk og metodologisk, samt forsker­roller som muliggjør tilgang til slike rom gjennom invitasjoner fra barna.

• Bergseth, Kristin Kathinka Due & Pesch, Anja Maria (2025). «Jeg kan jo skrive B» – en utforsking av barns fortellinger om egne erfaringer med læring i overgangen fra barnehage til skole. Nordisk tidsskrift for pedagogikk og kritikk. 11(3), s. 37–52. doi: 10.23865/ntpk.v11.6595. Fulltekst i vitenarkiv Vis sammendrag

  Denne artikkelen omhandler barns erfaringer med læring i overgangen fra barnehage til skole og i første klasse. Med utgangspunkt i John Deweys teorier om læring og utdanning analyseres barnas fortellinger fra samtale- og vandreintervjuer. Forfatterne søker å utforske hvilke erfaringer med læring barna har hatt gjennom overgangen, samt hvordan Deweys teorier kan brukes for å beskrive strukturer i læringsaktivitetene barna forteller om. Deretter settes læringsaktivitetenes strukturer i sammenheng med Deweys begreper: utdannende og feil-utdannende erfaringer. English abstract “I Know How to Write B, Alright?” – An Exploration of Children’s Stories of Their Experiences With Learning in the Transition From ECEC to Primary School This article discusses children’s experiences of learning during the transition from Early Childhood Education and Care (ECEC) to primary school and first grade. Based on John Dewey’s theories of learning and education, the children’s stories from conversations and walk-along interviews are analyzed. The authors seek to explore the learning experiences of children throughout the transition, as well as how Dewey’s theories can be used to describe structures in the learning activities the children talk about. Subsequently, the structures of learning activities are related to Dewey’s concepts: educative and mis-educative experiences.

• Pesch, Anja Maria & Sundelin, Marit (2024). The significance of multilingual children's voices in research. Journal of Early Childhood Education Research (JECER). 13(1), s. 274–295. doi: 10.58955/jecer.130198. Fulltekst i vitenarkiv Vis sammendrag

  This paper discussesethical and methodological aspects of research among multilingual children regarding the inclusion of theirvoices. The starting point ofthispaper is a field of tension concerning multilingual children’s participation in research. On the one hand, children have the right to protection, while onthe other,theyhave the right to be heard and should be studied by virtue of being children. The empirical data for our paper weregenerated through two qualitative ethnographic research projectsundertakenin one Norwegian kindergarten.Throughout our fieldwork, we had various encounters with children, teachers,and parentswhonegotiated and contestedthe kindergarten’sandour own discourses on multilingualism and specifically categorizations of who isor is notregarded as multilingual. Based on the dialogic concept of voice, discussions on children’s perspectivesas an analytical construct,and the positioning of children in research, weexplorethe waysinwhich our positionality asethnographicresearchers providesopportunities to include children’s voices. Furthermore, wediscuss thechallenges the researchermight encounterwhen establishing legitimate positions between the three groups—children, teachers,and parents—and the aspects of power involved.

• Alstad, Gunhild Tomter & Pesch, Anja Maria (2024). Transspråking inn i barnehagekonteksten: En språkideologisk diskusjon av språknormer i pedagogiske praksiser. Nordisk barnehageforskning (NBF). 21(1), s. 6–26. doi: 10.23865/nbf.v21.378. Fulltekst i vitenarkiv Vis sammendrag

  normer og ideologier, og at det derfor er viktig å belyse hvordan pedagogiske praksiser i barnehagen – som transspråklige pedagogiske praksiser – også kan speile og reprodusere maktforhold, ideologier og normer. Vi retter søkelyset mot hvordan synet på språk som ligger til grunn for transspråking kan ha betydning for barnehageforskning og i barnehagepraksiser. Vi tar utgangspunkt i en pågående disk-usjon i internasjonal forskning om betydningen av transspråking og hva det underliggende språksynet innebærer for både forskning og utdanningspraksis. Vi løfter deretter denne diskusjonen inn i norsk barne-hagekontekst og viser hvordan sentrale elementer kan kontekstualiseres i skiftet fra US-amerikansk til norsk og europeisk kontekst, samtidig som praksiser kan bekrefte sentrale pedagogiske og profesjons-etiske perspektiv. Nøkkelord: barne

• Sollid, Hilde; Hiss, Florian & Pesch, Anja Maria (2023). Learnings from/about diversity in space and time: discursive constructions in the semiotic landscape of a teacher education building in Norway. International Journal of Multilingualism. ISSN 1479-0718. s. 1–17. doi: 10.1080/14790718.2023.2216017. Fulltekst i vitenarkiv Vis sammendrag

  This article critically examines the discourses concerning historicaland transnational linguistic and cultural diversity in the semioticlandscape of a new teacher education building in Norway. In2020, this building, housing the Department of Education,opened at UiT The Arctic University of Norway, in the city ofTromsø. Designing, constructing, and decorating a new buildingfor a national teacher education was taken as an opportunity toreflect on and negotiate the institution’s role in relevantcontemporary, as well as historical, educational discourses and tomark a current standpoint. Taking a nexus analytical approach,we analyse how linguistic and cultural diversity are representedin the department’s public space and how this is interwoven withthe construction of the institution’s position in a multilingual andmulticultural environment. Our analysis shows that this diversityis constructed through various contrasts. Sámi identities andregional roots of knowledge are emphasised in the official part ofthe semiotic landscape–framed as learnings from diversity.However, by analysing meta-sociolinguistic discourses aboutdiversity, we show that this is accompanied by the erasure ofother aspects of linguistic and cultural diversity, in particular Kvenculture and identity, transnational diversity, and children andtheir lifeworld.

• Haugseth, Bengt & Pesch, Anja Maria (2022). Noe om musikk og bevegelse - læring gjennom kroppslig uro. I Isaksen, Bjarne & Eriksen, Anne (Red.), Kunsten å være urolig. Universitetsforlaget. ISSN 9788215056012. s. 43–55. Fulltekst i vitenarkiv
• Pesch, Anja Maria; Dardanou, Maria & Sollid, Hilde (2021). Kindergartens in Northern Norway as semiotic landscapes. Linguistic Landscape. ISSN 2214-9953. 7(3), s. 314–343. doi: 10.1075/ll.20025.pes. Fulltekst i vitenarkiv Vis sammendrag

  Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in Northern Norway, this article contributes to this knowledge gap. Our starting point is that educational spaces are social, cultural, and political places. Applying a Bakhtinian perspective on semiotic landscapes as dialogues, the analysis focuses on two discourses. The first concerns diversity as an individual or shared value, and the second concerns balancing the ordinary and the exotic. We find that diversity related to transnational migration seems to be more integrated into the semiotic landscape, while the minoritised Indigenous Sámi people is stereotypically represented in kindergartens.

• Hiss, Florian; Pesch, Anja Maria & Sollid, Hilde (2021). Multilingual encounters in Northern Norway. Acta Borealia. ISSN 0800-3831. 38(1), s. 1–4. doi: 10.1080/08003831.2021.1911196. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2021). "They call me anneanne!" Translanguaging as theoretical and pedagogical challenge and opportunity in the kindergarten context of Norway. Acta Borealia. ISSN 0800-3831. 38(1), s. 23–42. doi: 10.1080/08003831.2021.1911200. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2021). Semiotic landscapes as constructions of multilingualism–a case study of two kindergartens. European Early Childhood Education Research Journal. ISSN 1350-293X. 29(3), s. 363–380. doi: 10.1080/1350293X.2021.1928725. Fulltekst i vitenarkiv Vis sammendrag

  This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. Semiotic landscape is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct and transform views on languages and multilingualism as well as pedagogical aims. The data material for this study was collected during ethnographic fieldwork. Using a nexus analytic approach the paper explores which discourses on multilingualism are constructed in the semiotic landscapes, whose voices are represented and which interaction order they involve. While the semiotic landscape in the Norwegian kindergarten constructs the kindergarten as multilingual, the semiotic landscape in the German kindergarten points to a predominance of German. However, a closer analysis also shows practices that erase linguistic diversity and devalue multilingualism in the Norwegian kindergarten and practices that encourage multilingualism in the German kindergarten. An important part of this is the oral communication practice which at times contrasts the overall discourses in the semiotic landscapes.

• Pesch, Anja Maria (2021). Studying families’ and teachers’ multilingual practices and ideologies in kindergartens – A nexus analytic approach. I Ødegaard, Elin Eriksen & Borgen, Jorunn Spord (Red.), Childhood Cultures in Transformation 30 Years of the UN Convention on the Rights of the Child in Action towards Sustainability. Brill | Sense. ISSN 9789004445666. s. 229–245. doi: 10.1163/9789004445666_012. Fulltekst i vitenarkiv Vis sammendrag

  This book investigates and uncover paradoxes and ambivalences that are actualised when seeking to make the right choices in the best interests of the child. The 1989 United Nations Convention on the Rights of the Child established a milestone for the 20th century. Many of these ideas still stand, but time calls for new reflections, empirical descriptions and knowledge as provided in this book. Special attention is directed to the conceptualisation of children and childhood cultures, the missing voices of infants and fragile children, as well as transformations during times of globalisation and change. All chapters contribute to understand and discuss aspects of societal demands and cultural conditions for modern-day children age 0–18, accompanied by pointers to their future. Contributors are: Eli Kristin Aadland, Wenche Bjorbækmo, Jorunn Spord Borgen, Gunn Helene Engelsrud, Kristin Vindhol Evensen, Eldbjørg Fossgard, Liv Torunn Grindheim, Asle Holthe, Liisa Karlsson, Stinne Gunder Strøm Krogager, Jonatan Leer, Ida Marie Lyså, Elin Eriksen Ødegaard, Czarecah Tuppil Oropilla, Susanne Højlund Pedersen, Anja Maria Pesch, Karen Klitgaard Povlsen, Gro Rugseth, Pauline von Bonsdorff, Hege Wergedahl and Susanne C. Ylönen.

• Pesch, Anja Maria & Worum, Kirsten Sivertsen (2020). Når vi skal snakke om "Hjulene på bussen". Barns deltakelse og posisjonering i samlingsstund i lys av Bakhtin. I Eriksen, Anne & Isaksen, Bjarne (Red.), Kunsten å samles. Universitetsforlaget. ISSN 9788215034263. s. 128–138. Fulltekst i vitenarkiv
• Dardanou, Maria & Pesch, Anja Maria (2020). Se på min samlingsstund! Perspektiver fra Norge, Tyskland og Hellas. I Eriksen, Anne & Isaksen, Bjarne (Red.), Kunsten å samles. Universitetsforlaget. ISSN 9788215034263. s. 16–27. Fulltekst i vitenarkiv Vis sammendrag

  Kapittelet utforsker samlingsstundens plass i rammeplaner i tre land med ulike barnehagekontekster. Vi undersøker om og hvordan samlingsstund omtales i rammeplaner fra Norge, Tyskland og Hellas og hvilke pedagogiske praksiser, formål og aktiviteter samlingsstund knyttes til. Det teoretiske grunnlaget for kapittelet er konseptene observasjonslæring, modellæring og mestringstro fra Banduras sosialkognitive læringsteori. Med utgangspunkt i disse konseptene og perspektiver fra de tre barnehagekontekstene drøfter vi samlingsstundens plass og verdi i barnehagen som en arena for barns mestring, motivasjon og sosial læring.

• Pesch, Anja Maria (2018). Syn på flerspråklighet som diskursive vilkår for barnehagens samarbeid med foreldre til flerspråklige barn. NOA - Norsk som andrespråk. ISSN 0801-3284. 34(1/2), s. 158–188. Fulltekst i vitenarkiv Vis sammendrag

  Artikkelen diskuterer hvordan syn på flerspråklighet kan være diskursive vilkår for barnehagens samarbeid med foreldre til flerspråklige barn. Med utgangspunkt i neksusanalyse (Scollon og Scollon 2004) studerer jeg barnehagelærernes og foreldrenes syn på flerspråklighet ved å analysere deres språklige praksiser slik de kommer frem i intervjuer. Jeg undersøker hvilke syn på flerspråklighet barnehagelærere og foreldrene uttrykker, og drøfter hvordan disse skaper rom og rammer for samarbeid om barnas språklige praksis og språkutvikling. Analysen belyser hvordan forståelser av flerspråklighet er knyttet til diskurser i barnehagen som sted, til deltakernes historiske kropper og til interaksjonsorden i møtet mellom barnehagelærere og foreldre. Med utgangspunkt i dialogisme (Holquist 2002) forstås foreldresamarbeid som en dialog der ansatte og foreldre deltar, og jeg drøfter hvordan autoritative diskurser og hverdagsdiskurser (Bakhtin 1986) har innflytelse på dette samarbeidet.

Se alle arbeider i NVA

• Giæver, Katrine & Pesch, Anja Maria (2024). Dialoger i den flerspråklige barnehagen. Fagbokforlaget. ISBN 9788245038996. 162 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Pesch, Anja Maria & Hiss, Florian (2025). Unexpected multilingual spaces: The kindergarten’s cloakroom. Fulltekst i vitenarkiv Vis sammendrag

  «As soon as we start looking closely at real people in real places, we see movement. We see languages turning up in unexpected places, and not turning up where we expect them to be» (Heller, 2007). One such place is the wardrobe of a Norwegian kindergarten. In spite of multilingual children and parents, the kindergarten appears as a Norwegian-speaking place. Using longitudinal ethnography with participatory observation, interviews and semiotic landscape data, we show how children and adults create a dynamic social space (Lefebvre, 1991) in the wardrobe, with shifting ownership, challenging the monolingual norm. Our case shows that not the semiotic landscape but the play and actions by children and adults create a multilingual space, which calls for methodological reflections surrounding children’s play and, more generally, multilingual practices in space and time. Heller, M. (ed. 2007). Bilingualism: A social approach. Palgrave Macmillan. Lefebvre, H. (1991). The production of space. Blackwell.

• Sollid, Hilde & Pesch, Anja Maria (2025). Dialogues on encounters in team ethnography. Fulltekst i vitenarkiv Vis sammendrag

  In the team ethnographic project Multilingualism in Transitions we aim to understand the temporal and spatial dynamics of multilingualism in educational transitions in a time of increasing demographic diversity in Norway. The researchers in the team study different parts of the educational system, and each researcher does fieldwork with participants with either historical minority or transnational background. An overarching goal is to generate knowledge on how encounters of historical and transnational minority languages shape new circumstances for multilingual speakers in education contexts. This requires ongoing dialogues in the team to explore what these encounters might involve. ​ In this presentation we discuss how we have facilitated dialogues on encounters based on data across the different subprojects. Inspired by Pietikäinen’s (2020, 2024) critical assemblage analysis, we acknowledge that the researchers approach the question of encounters from various scales, places and individual experiences. Thus, the data sessions are based on the individual researcher’s choice of data, the researchers’ reflections on their own data, and the team members reflections on each other’s data. Following Deleuze and Guattari (1987), these sessions uncover a rhizomatic network where different forms of encounters emerge, for instance in the participants everyday life of education. An important part of the research team’s dialogues is a mutual engagement with the individual voices in the team, regarding linguistic and cultural background, and academic position (Blackledge & Creese, 2023). Our approach to team ethnography makes space for individual subprojects and at the same time assembling experiences across scales of time and place.

• Weisser, Mariken H. & Pesch, Anja Maria (2025). Flerspråklighet i barnehagen – hvilken plass har engelsk i perspektiver på flerspråklighet som ressurs? Fulltekst i vitenarkiv
• Lexander, Kristin Vold; Nordanger, Marte & Pesch, Anja Maria (2025). Forhandling av ansvar for språk, inkludering og medborgerskap: mellom politikk, profesjon og praksis i utdanning og arbeidsliv. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2024). The semiotic landscape. Fulltekst i vitenarkiv
• Hiss, Florian & Pesch, Anja Maria (2024). Barnehagegarderoben som et dynamisk flerspråklig sted. Fulltekst i vitenarkiv
• Pesch, Anja Maria & Hiss, Florian (2024). Coming, leaving, playing, resting, and making it your own: How children, parents and staff create a dynamic multilingual space in the kindergarten’s wardrobe. Fulltekst i vitenarkiv
• Bergseth, Kristin Kathinka Due & Pesch, Anja Maria (2024). Barns deltakelse i læringsfellesskapet gjennom overgangen fra barnehage til skole. Fulltekst i vitenarkiv
• Bjelkerud, Agnes Westgaard; Bigum, Svein Harald; Bergseth, Kristin Kathinka Due; Gillund, Mari; Tronvoll, Åse Wedø & Stalheim, Odd Rune [Vis alle 10 forfattere av denne artikkelen] (2024). Politisering av forskning kan være problematisk. Fulltekst i vitenarkiv
• Tronvoll, Åse Wedø; Kampmann-Jensen, Trine; Høglind, Hanne; Pesch, Anja Maria & Mølstad, Christina Niemi (2024). Å synliggjøre samisk språk og kultur i barnehagen. Fulltekst i vitenarkiv
• Gomes, Rafael Lomeu; Pesch, Anja Maria & Sollid, Hilde (2024). Transitions as in-between space in multilingual educational settings. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2023). Semiotische Landschaften als Orte des Sprach-ver-handelns. Schulheft. 48, s. 64–74. Fulltekst i vitenarkiv
• Sollid, Hilde; Hiss, Florian & Pesch, Anja Maria (2023). Learnings from/about diversity in space and time. Fulltekst i vitenarkiv
• Laski, Alona Krieken; Lerbak, Kari & Pesch, Anja Maria (2023). Uro som en positivt drivkraft i overgangen mellom barnehage og skole. [Internet]. https://sellpodden.no/. Fulltekst i vitenarkiv
• Andersen, Camilla Eline & Pesch, Anja Maria (2023). Samiske perspektiver i barnehagelærerutdanningen. Fulltekst i vitenarkiv
• Sundelin, Marit & Pesch, Anja Maria (2023). The significance of multilingual children's voices in research. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2023). Views on multilingualism in transition plans from ECEC to primary school. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2023). Bakhtins dialogiske perspektiv i barnehage, barnehagelærerutdanning og barnehageforskning. Fulltekst i vitenarkiv
• Pesch, Anja Maria & Andersen, Camilla Eline (2023). Dekolonisering og indigenisering i norske barnehagelærerutdanninger? Spenninger og muligheter i analyser av emneplaner og pensumlitteratur. Fulltekst i vitenarkiv
• Dardanou, Maria & Pesch, Anja Maria (2022). Kindergarten’s circle time:Perspectives from Norway, Germany and Greece. Fulltekst i vitenarkiv
• Oen, Marion; Sadownik, Alicja R.; Pesch, Anja Maria; Ødegaard, Elin Eriksen & Sellevåg, Erle (2022). Flagg som misforstått mangfoldarbeid. Fulltekst i vitenarkiv
• Andersen, Camilla Eline; Bern, Linn Terese; Kampmann-Jensen, Trine & Pesch, Anja Maria (2022). Bærekraft og samiske perspektiver i barnehagelærerutdanninga. Fulltekst i vitenarkiv
• Alstad, Gunhild Tomter & Pesch, Anja Maria (2022). Language ideologies in early childhood teacher education. The politics of textual and visual learning resources. Fulltekst i vitenarkiv
• Pesch, Anja Maria & Sollid, Hilde (2022). Flerspråklighet i overganger i utdanningssystemet. Fulltekst i vitenarkiv
• Sollid, Hilde & Pesch, Anja Maria (2022). Views on Sámi language - past and present​. Fulltekst i vitenarkiv
• Sollid, Hilde & Pesch, Anja Maria (2022). Investigating multilingualism in educational transitions. Fulltekst i vitenarkiv
• Ødegaard, Elin Eriksen; Borgen, Jorunn Spord; Oropilla, Czarecah Tuppil; Pesch, Anja Maria; Grindheim, Liv Torunn & Wergedahl, Hege [Vis alle 12 forfattere av denne artikkelen] (2021). Book Launch - Celebrating 'Childhood Cultures in Transformation - 30 Years of the UN Convention on the Rights of the Child in Action towards Sustainability'. Fulltekst i vitenarkiv Vis sammendrag

  The UNCRC was declared in 1989 and reflect ideas of children and childhoods and the world views at the time it was drafted (1979–1989). Many of these ideas and world views still stand, but time calls for new reflections, empirical descriptions and knowledge as provided in this book.

• Pesch, Anja Maria & Sundelin, Marit (2020). Ethical aspects as a limitation for the students' access to kindergarten as a learning arena. Fulltekst i vitenarkiv
• Sundelin, Marit & Pesch, Anja Maria (2020). Dialogiske perspektiv i arbeid med barns språkutvikling. Fulltekst i vitenarkiv
• Pesch, Anja Maria & Sollid, Hilde (2020). Semiotic landscapes from emic and etic perspectives. Fulltekst i vitenarkiv
• Pesch, Anja Maria & Nordli, Ingrid C. (2019). (Ute)rommet som arena for språkutvikling. Uterommets innredning og de ansattes rolle. Fulltekst i vitenarkiv
• Dardanou, Maria & Pesch, Anja Maria (2019). Flerspråklighet og hvordan jobbe systematisk med språk i barnehage. Fulltekst i vitenarkiv
• Kleemann, Carola Babette; Ilje-Lien, Johanne; Giæver, Katrine; Tkachenko, Elena; Bratland, Kari & Pesch, Anja Maria (2018). Is there a Place for multilingualism in norwegian preschools. Fulltekst i vitenarkiv
• Dardanou, Maria & Pesch, Anja Maria (2018). Multilingual children’s voices in semiotic landscapes. Fulltekst i vitenarkiv Vis sammendrag

  The purpose of this study is to investigate how materiality frames multilingual children’s participation in Norwegian ECEC institutions. ECEC in Norway has a strong focus on children’s participation and democratic community (Norwegian Ministry of Education and Research, 2017; Wagner and Einasdottir, 2006). Nevertheless, Norwegian policy documents indicate a dichotomy between Norwegian and multilingual children (Bubikova-Moan, 2017). Materiality in ECEC has a multi-dimensional aspect referring to both physical and psychosocial understandings (Løkken & Moser, 2012). Objects, materials, human and non-human elements influence children’s meeting with their surroundings and open for different ways of positioning (Nordtømme, 2012). The study is based on Bakhtinian concepts of voice and multivoicedness (Bakhtin, 1986,White 2016) and Gibson’s (1979) theory of affordances. It is related to research on semiotic landscapes in ECEC institutions and schools (Laihonen & Szabó, 2017; Szabó, 2015; Brown, 2012). The project’s design has a micro-ethnographic research approach (Le Baron, 2011) using a tourist guide technique (Szabó, 2015). The data material includes photographs of the ECEC’s semiotic landscapes and interviews with ECEC teachers connected to the photographs. Informed consent was collected from all participants and it was possible to withdraw at any time. In our data material, materiality is characterized by predefined artefacts used for specific interactions or activities. Discussion evolves around the question how the predefined artefacts create space for all children’s voices and participation. Findings might have implications for questioning the types of materiality in Norwegian ECEC, and how materiality can be created and used to include all children in diverse interactions.

• Pesch, Anja Maria & Dardanou, Maria (2018). Involvement of multilingual parents in Norwegian ECEC practices. Fulltekst i vitenarkiv
• Kleemann, Carola Babette & Pesch, Anja Maria (2018). Spaces and boundaries for multilingual practices in Norwegian ECEC. Fulltekst i vitenarkiv
• Kleemann, Carola Babette & Pesch, Anja Maria (2018). Kompetanse for mangfold - et nordlig perspektiv på mangfold i barnehagen. Fulltekst i vitenarkiv
• Sollid, Hilde; Pesch, Anja Maria & Dardanou, Maria (2017). Preschools in Norway as semiotic landscapes. Fulltekst i vitenarkiv
• Sollid, Hilde; Pesch, Anja Maria & Dardanou, Maria (2017). Pictures as frozen representation of dynamic practices. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2017). Beyond the resource perspective. Exploring teachers' views on multilingualism in an ECEC context. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2016). ECE teachers' and parents' language ideologies - a challenge for kindergarten-home collaboration? Fulltekst i vitenarkiv
• Pesch, Anja Maria (2015). Legitimizing multilingual situations in everyday activities in a Norwegian kindergarten. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2015). Multilingual children in kindergarten – collaboration with parents focusing on children’s language development. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2015). Kindergarten-home collaboration focusing on multilingual children’s language development. A discussion of kindergarten teachers’ language ideologies and their influence on collaboration with parents of multilingual children. Fulltekst i vitenarkiv
• Sundelin, Marit & Pesch, Anja Maria (2015). Å skape forståelse for flerspråklige barns språklige utfordringer i barnehagen. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2014). Involving parents in preschool's work with language stimulation of multilingual children. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2014). Samarbeid og involvering av foreldre i arbeidet med flerspråklige barns språkutvikling i barnehage og skole. Fulltekst i vitenarkiv
• Pesch, Anja Maria (2014). Preschool-Home Contact and Bilingual Children's Language Development. Fulltekst i vitenarkiv
• Sollid, Hilde & Pesch, Anja Maria (2018). Å skape rom for flerspråklighet. En studie av diskursive vilkår for barnehagens språklige praksis med flerspråklige barn. UiT Norges arktiske universitet. Fulltekst i vitenarkiv Vis sammendrag

  This study explores discursive conditions for teachers’ linguistic practice with multilingual children. It is a qualitative ethnographic case study of the linguistic practice in two ECEC institutions, one in Norway and one in Germany. The aim of the study is to gain insight into how views on multilingualism in ECEC create space for teachers’ multilingual practice and for cooperation with parents of multilingual children. Linguistic practice is to be understood as pedagogical linguistic practice, connected to the teachers’ role in the ECEC context. The study’s data material consists of relevant ECEC policy documents, photos of the ECEC’s semiotic landscapes, field notes on ECEC-teachers’ linguistic practice and interviews with teachers and parents. By using Bakhtinian concepts of utterance, speech genres, voice, discourse and ideology, the teachers’ linguistic practice is studied as nexus of discourses on multilingualism connected to ECEC as institutional context. The teachers’ linguistic practice, their views and the parents’ views on multilingualism are then related to discourses on the macro level. Jørgensen’s and Garcia and Li Wei’s views on multilingualism, nexus analysis and perspectives from language ideology are used as theoretical and methodological framework. One feature both ECECs have in common is that they view multilingualism as a resource. The prevailing view on multilingualism, though, is different. While the Norwegian ECEC first and foremost view multilingualism as dual, consisting of a mother tongue and Norwegian, the German ECEC has a more dynamic view on multilingualism connected to a view on language as resource in communication. The analysis shows how different views on multilingualism are constructed on both the institutional and individual level, and how they both relate to and question the resource perspective. This sheds light on the connection of the teachers’ views on multilingualism and their own linguistic practice on the one hand and their perspective on the children’s linguistic practice on the other hand. Regarding cooperation with parents, the data material points towards contrasts in teachers’ and parents’ understanding of multilingualism and how they influence their views on each other’s practice and choice of language. The study’s findings are used to discuss the connection of discourses on multilingualism on the micro and macro level and how they create space and limits for ECEC-teachers’ linguistic practice and their cooperation with parents.

• Nordli, Ingrid C.; Wiik, Miriam; Dardanou, Maria; Volden, Monica; Haugseth, Bengt A. & Pesch, Anja Maria [Vis alle 9 forfattere av denne artikkelen] (2016). Kvalitetsutvikling av tverrfaglig emneundervisning BLU (Barnehagelærerutdanningen). UiT Norges arktiske universitet. Fulltekst i vitenarkiv Vis sammendrag

  Prosjektet er gjennomført ved hjelp av midler fra utdanningsfondet ved HSL-fakultetet ved UiT Norges arktiske universitet i forbindelse med studiekvalitetsfremmende tiltak.

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