Dr Rita Szaszkó

Exploring the nature of bilingualism and multilingualism constitutes a relevant component of several early childhood education teacher training programs. The present qualitative study aimed to investigate how graduating pre-service preschool teachers perceive the role of foreign language (FL) proficiency in relation to themselves and their social environment. Qualitative data were collected from respondents (N=68) through written responses to open-ended questions. The analysis revealed the following recurring patterns regarding the benefits and challenges of FL proficiency: (1) communication and relationship building; (2) gaining knowledge of other cultures and fostering openness; (3) advantages in the labour market and educational opportunities; (4) personal development and increased self-confidence; (5) enhanced support for children’s language learning; and (6) generational differences. The findings indicate that FL learning is viewed very positively among prospective preschool teachers, regardless of their own level of FL competence.