<p>The purpose of this study is to examine how educationalists work with bilingual children's language by looking at how and what approaches are used to encourage language development. I have chosen to compare two educational philosophies: Montessori and Outdoor Education, to see how big the differences / similarities are in working methods. The background to this study is that preschools uses various approaches and have different methods to stimulate the children. This means that the conditions for children's language development might look different depending on the preschool they go to. The information used has been gathered through interviews, where I have taken note of educationalists thoughts on their working methods, and through professional literature dealing with this topic. Results and analysis has been performed and presented in various areas that are common in preschool: Reading, gathering, singing and rhymes. The examination shows that there are some differences but that the preschools are working in a similar manner.</p>

The purpose of this study is to examine how educationalists work with bilingual children's language by looking at how and what approaches are used to encourage language development. I have chosen to compare two educational philosophies: Montessori and Outdoor Education, to see how big the differences / similarities are in working methods. The background to this study is that preschools uses various approaches and have different methods to stimulate the children. This means that the conditions for children's language development might look different depending on the preschool they go to. The information used has been gathered through interviews, where I have taken note of educationalists thoughts on their working methods, and through professional literature dealing with this topic. Results and analysis has been performed and presented in various areas that are common in preschool: Reading, gathering, singing and rhymes. The examination shows that there are some differences but that the preschools are working in a similar manner.

The education for teachers regarding student’s development of the reading ability called The Reading Enhancement is one of the Swedish National Agency for Education’s major investments, which has cost about SEK 800 million so far and is estimated to reach about 60,000 teachers throughout Sweden. Has the investment generated the result that the National Agency for Education strives for regarding a language-developing way of working in all subjects at all stages of the education system?     The purpose of this study is to compare the answers from teachers who teach Swedish and other subjects apart from Swedish regarding to how they use the methods and ideas from The Reading Enhancement in their teaching. It describes if the teachers in the survey express that a language-developing way of working has been developed at their unit after the education. The study also compares the answers from the teachers regarding if they express that the education was worth it regarding the time and effort spend and what it gave due to personal  and collegial progress.  The study is based on a survey with open-ended questions addressed to teachers in all subjects of the school. The result showed that those who teach in Swedish, in whole or in part, experience The reading Enhancement as very good, while those who do not teach in Swedish experience it as less valuable. / Läslyftet är en av Skolverkets stora satsningar som kostat runt 800 miljoner kronor och beräknas omfatta ca 60 000 lärare i hela Sverige. Har då satsningen verkligen gett det resultat som Skolverket eftersträvar med ett språkutvecklande arbetssätt i alla ämnen i alla skolans stadier?      Syftet med den här studien är att jämföra hur lärare i dels svenska, dels andra ämnen förutom svenska svarat att de använder sig av kunskaperna från Läslyftet och om de uttrycker att det har lett till ett språkutvecklande arbetssätt på deras enhet. Studien redogör också för jämförelser kring om de uttryckte att det var värt det i förhållande till tid och insats gentemot vad det gav.      Studien grundar sig på en enkätundersökning med öppna frågor riktad till lärare i skolans alla ämnen. Resultatet visar att de som undervisar i svenska, helt eller delvis upplever Läslyftet som mycket bra medan de som inte undervisar i svenska underlever det som mindre värdefullt.