<p><strong>Introduction:</strong> In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school.</p><p><strong>Purpose: </strong>The purpose of the study was to illustrate how educators go about it when they face bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers’ treatment of bilingual children in the mono-cultural pre-school class and in the multicultural pre-school.</p><p><strong>Theories: </strong>The theory is linked to the concepts like operation mode, inter-cultural approaches and communications.</p><p><strong>Methodology:</strong> The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of bilingual children to discover different approaches to meet the bilingual children.</p><p><strong>Conclusion: </strong>The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers’ treatment leads to a growing confidence in the children and knowledge for the cultural background.</p>

Introduction: In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school. Purpose: The purpose of the study was to illustrate how educators go about it when they face bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers’ treatment of bilingual children in the mono-cultural pre-school class and in the multicultural pre-school. Theories: The theory is linked to the concepts like operation mode, inter-cultural approaches and communications. Methodology: The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of bilingual children to discover different approaches to meet the bilingual children. Conclusion: The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers’ treatment leads to a growing confidence in the children and knowledge for the cultural background.

This dissertation focuses on the experiences of second language pupils which involve linguistic encounters. The overarching aim is to analyse second language pupils' encounters with Swedish as a Second Language and the Swedish school, using a “curriculum theory” and a ”life story” approach". The goal is achieved by examining two empirical contexts which can be described as expressed and experienced curricula. In the first context, an idea analysis is carried out of the contents of the syllabi and curricula for Swedish as a Second Language over a period of time. In the second context, a narrative analysis is carried out of the life stories given by second language pupils of their encounter with Swedish as a Second Language and the Swedish school. Trainee teachers with Swedish as a Second Language participate by telling their life stories. A framework for interpretation emerges by reasoning about language and the creation of meaning, as well as about culture, cultural capital, similarities/differences, compensating/completing and limited participation/full participation. The reasoning leads to the construction of a theoretical interpretation framework and prisms through which the offered and experienced learning can be studied. The analysis shows that what is on offer in the curricula and syllabi is mainly monocultural. It shows that a new subject has grown up based on the need to teach pupils about the Swedish cultural heritage and Swedish norms. Moreover, both changes in the expressed educational ideals over a period of time and contradictory educational ideals become evident. It is also clear that those providing the information felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. To make up for this lack of Swedishness, they were separated from the other classmates and offered special teaching in an attempt to compensate. They also received mother tongue tuition, which was not in Swedish, and this became a problem for those around them, who considered this was an easy option. The second language tuition they were offered focussed partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used.

Das Ziel dieser missiologischen Arbeit besteht darin, herauszufinden, welche Art von Kirche in einer globalisierten und zunehmend multikulturellen Gesellschaft gebaut werden muss, damit das Evangelium als Gute Nachricht für alle Völker gehört werden kann. Nach der Arbeitsweise der Kontextuellen Theologie wird induktiv gefragt, in welcher Welt wir im Deutschland des 21. Jahrhunderts leben. Anschließend wird die deduktive Rückfrage an die Schrift gestellt, ob sie etwas Grundsätzliches zum Thema einer zunehmend multikulturellen Gesellschaft zu sagen hat. Die Reflektion der Ergebnisse beider Schritte führt zu konkreten Gestaltungsschwerpunkten der interkulturellen Ekklesia. Auf Grund der Forschungsergebnisse werden Thesen zur (missions-) theologischen, evangelistischen, soziokulturellen und politischen Relevanz formuliert. Die vorliegende Studie will einen Beitrag für die Grundlagen des interkulturellen Gemeindeaufbaus geben. Sie zeigt die signifikanten Unterscheidungsmerkmale zwischen mono- und interkulturellem Gemeindebau auf. Sie beschreibt das evangelistische und gesellschaftstransformatorische Potenzial der interkulturellen Gemeinde und skizziert die gesellschaftlichen Auswirkungen, die ein rein monokultureller Gemeindebau in multikultureller Umgebung hat / The objective of this missiological study is to determine which kind of church needs to be built in a globalised and increasingly multicultural society, in order for all people to be able to hear the gospel as good news. In accordance with the method of contextual theology, the question is raised inductively, in which kind of world we live today. Subsequently, a further inquiry is made into the Scriptures: whether they answer fundamental questions about the issue of an increasingly multicultural society. A reflection on the results of both steps leads to the establishment of key points for the formation of an intercultural ecclesia. On the basis of the research results, hypotheses about (mission)theological, evangelistic, socio-cultural and political relevance are developed. The study presented reveals the significant, distinctive features of mono- and intercultural church development. It describes the potential of the intercultural church for evangelism and social transformation and outlines the social effects of purely monocultural church development in a multi-cultural environment / Practical Theology / M. Th. (Practical Theology)

Das Ziel dieser missiologischen Arbeit besteht darin, herauszufinden, welche Art von Kirche in einer globalisierten und zunehmend multikulturellen Gesellschaft gebaut werden muss, damit das Evangelium als Gute Nachricht für alle Völker gehört werden kann. Nach der Arbeitsweise der Kontextuellen Theologie wird induktiv gefragt, in welcher Welt wir im Deutschland des 21. Jahrhunderts leben. Anschließend wird die deduktive Rückfrage an die Schrift gestellt, ob sie etwas Grundsätzliches zum Thema einer zunehmend multikulturellen Gesellschaft zu sagen hat. Die Reflektion der Ergebnisse beider Schritte führt zu konkreten Gestaltungsschwerpunkten der interkulturellen Ekklesia. Auf Grund der Forschungsergebnisse werden Thesen zur (missions-) theologischen, evangelistischen, soziokulturellen und politischen Relevanz formuliert. Die vorliegende Studie will einen Beitrag für die Grundlagen des interkulturellen Gemeindeaufbaus geben. Sie zeigt die signifikanten Unterscheidungsmerkmale zwischen mono- und interkulturellem Gemeindebau auf. Sie beschreibt das evangelistische und gesellschaftstransformatorische Potenzial der interkulturellen Gemeinde und skizziert die gesellschaftlichen Auswirkungen, die ein rein monokultureller Gemeindebau in multikultureller Umgebung hat / The objective of this missiological study is to determine which kind of church needs to be built in a globalised and increasingly multicultural society, in order for all people to be able to hear the gospel as good news. In accordance with the method of contextual theology, the question is raised inductively, in which kind of world we live today. Subsequently, a further inquiry is made into the Scriptures: whether they answer fundamental questions about the issue of an increasingly multicultural society. A reflection on the results of both steps leads to the establishment of key points for the formation of an intercultural ecclesia. On the basis of the research results, hypotheses about (mission)theological, evangelistic, socio-cultural and political relevance are developed. The study presented reveals the significant, distinctive features of mono- and intercultural church development. It describes the potential of the intercultural church for evangelism and social transformation and outlines the social effects of purely monocultural church development in a multi-cultural environment / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology)