The present research examines the use of language play by preschool-aged children during free play. The goal is to highlight the forms language play takes, the purpose for which it is utilized in children’s interactions, and the functions it eventually serves within these interactions.
The analysis focuses on the interactions of a group of 3-4-year-old peers in a multilingual kindergarten in the center of Athens. The research data consist of audio recordings and field notes of language play episodes observed by the researcher in the schoolyard.
Using the methodology of discourse analysis, language play emerged as the dominant means of communication within this community of practice, often appearing to initiate interactive play frames. It manifested in various forms, starting with sound play as the primary form, followed by singing, word games, symbolic play, and laughter. Regardless of its form, language play seemed to function as a common communicative code among the children, especially among those who did not speak the same language. Performances of language play served as indicators of familiarity for this community of practice, immediately activating secure frameworks for play and interaction.
Overall, this study confirms previous findings according to which language play is more than just spontaneous entertainment. Through the analyses, it becomes evident that it can offer a deeper understanding of children’s interactions and communication forms, emphasizing that in multilingual environments, it can bridge linguistic and social distance.