| Summary: | This study explores how natural environments support preschoolers in acquiring an additional language (English) within early childhood education and care settings. Drawing on Affordance and Spatialization theories, it examines how environmental features, child agency, and linguistic development interact. It also builds on an expanded approach to linguistic landscape studies by incorporating non-textual, nature-based elements.
A qualitative case study was conducted in a bilingual Finnish daycare with five children (aged 5–6) who were non-native English speakers. Data collection included participant observations during a forest session, reflective drawings, and semi-structured interviews. Thematic analysis of audio recordings, interview transcripts, and visual data revealed that natural settings functioned as dynamic learning spaces which encouraged exploration, language use, and greater child agency. Children perceived the outdoor environment as a comfortable, low-pressure space for additional language learning, while teacher guidance played a crucial role in scaffolding their linguistic interactions. Additionally, children integrated recording devices into their conversations, highlighting their engagement with technology in learning.
By redefining linguistic landscapes to include non-textual signages, this study advocates for nature-integrated language learning approaches to promote stronger educational equity. It also underscores the importance of training educators to use outdoor environments as language-rich spaces. However, given the study’s specific context, further cross-cultural and bigger scale research is needed to explore broader applicability.
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