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Today’s globalized world is characterized by an immense linguistic and cultural diversity and this reflects on the education. Multilingualism is a reality in the school and Sweden is one of the countries that try to promote it from the early stage of preschool. Multilingualism in the Swedish preschool mainly refers to the development of the Swedish language and the mother tongue of the student which is therefore connected with the development of cultural identity. The present study is a qualitative empirical research that aims to explore the beliefs of preschool educators (principals, teachers and childminders) on early multilingualism in Sweden through a comparative case study in two Swedish and one International preschool in Stockholm. The focus of the beliefs is on the support, views and practices on multilingualism, as well as the link between the mother tongue and the cultural identity. The study was conducted in April 2019, it includes three preschool principals, two preschool teachers and two childminders and investigates their beliefs on early multilingualism as they emerge from semi-structured interviews. The contextual background is outlined according to international, European and national documents, while the sociocultural theory is the main theoretical background that contributes to the analysis of the data. After the critical analysis of the findings, various themes and sub-themes occurred and in general, the three preschools had more similarities than differences. Overall, the preschool educators have a positive attitude towards multilingualism and try to cultivate that to the preschool children. They believe that each language expresses the culture and that multilingualism can enhance the cognitive development, linguistic and intercultural awareness. Nevertheless, support for this task is required. The study concludes with some policy recommendations and suggestions for further studies that might help to upgrade the early multilingual reality.

To operate in our modern society students’ education, need to contribute to lifelong learning by promoting desirable social interaction and improving the way in which people overcome difficulties and establishing relationships in different contexts. The present study sets out to examine the practice of cooperative learning for students' learning in the subject of English. Furthermore, the research questions address the benefits and challenges teachers describe using cooperative learning for students' language development and learning. The study is based on sociocultural theory, which means that learning takes place through interaction. In order to investigate the study's questions, qualitative semi-structured interviews are conducted with competent teachers in grades F-3, who use CL in their teaching. The thematic analysis of my study identified several benefits on how cooperative learning promotes students' learning. The results show that teachers express positive attitudes to CL’s structures and strategies as they believe that these constitute to increased participation, cooperation skills and also increases the prospects for developing students' language development and learning. Despite challenges for students with social difficulties and with different levels of knowledge, the interviewed teachers believe that CL can be adapted and reworked at the group and individual level to meet the needs in the different classrooms. Collaboration and student interaction are prominent factors in the curriculum. Through reciprocal dialogues with others, children can construct new knowledge free from the constraints of a larger class group.

Detta examensarbete är ett försök i att utföra ett estetiskt projekt i ett språkämne nämligen franska. Jag genomförde detta projektet för att uppleva hur elever arbetar estetiskt i ett teoretiskt ämne. Eleverna skulle gruppvis utföra en tecknad serie och ett rollspel på franska, med utgångspunkt från den tecknade serien. Från empirin av mitt estetiska projekt med eleverna har jag analyserat hur eleverna upplevde projektet och därmed sitt lärande i ett teoretiskt ämne. Elevernas engagemang och motivation i arbetet var stort. De uppfattade arbetet som intressant och upplevde arbetsprocessen som målet, inte resultatet. / This exam project is an experiment in aesthetic work with language teaching, namely French. I performed this project in order to investigate how pupils work aesthetically with a theoretical subject. The pupils were divided into groups and asked to create a cartoon and, based on the cartoon, a role-play in French. On the empirical background of my aesthetic project with the pupils I studied how the pupils experienced the project and their learning of theoretical subject. The pupils' involvement and motivation was big. They found the task interesting and experienced the work process, not the result, as the goal.

This thesis focuses on reading in a second language (L2) classroom and specifically on Sociocultural strategies for reading texts in the elementary French classroom. This pedagogical report first outlines the theoretical basis of the two pedagogical experiences presented which include Vygotsky’s Sociocultural theory of learning and development (SCT), specifically Cole’s (2003) Question-Asking-Reading (QAR) approach, traditional reading approaches and a literacy approach to teaching reading. The key concepts of SCT that influenced these pedagogical experiences include the zone of proximal development (ZPD), mediation, the shift from interpersonal to intrapersonal, prolepsis, and shared activities based on a specific division of labor. Cole’s QAR approach focused on teaching reading to students who struggled with reading in their first language (L1) and included a clear structure, specific roles, an interesting text, goal talk, and a scaffolding plan. Traditional reading approaches focus on the integration of bottom-up and top-down processing. A literacy approach focuses on meaning, the integration of language, context and content and the use of authentic texts. For the two pedagogical experiences outlined in this thesis, Cole’s QAR approach was adapted for university students in a second semester French class, who were learning to read in an L2. These experiences also included a clear structure, specific roles, an interesting text and a scaffolding plan. The structure included four main steps: (1) read one section aloud – alternating readers, (2) silent reading/preparing role, (3) talk as a group – fulfill roles, (4) change roles and return to step (1). The roles included the person who leads the discussion on: (1) hard-to-pronounce words, (2) hard-to-understand words or expressions, (3) main idea, (4) what will happen next, and (5) hard-to-understand grammatical structures. The text was a French fairy tale, “Roman d’amour d’une patate” by Pierre Gripari. The roles represent the different steps in the reading process and by dividing this process into roles, the group shares in the process of reading. As students learn the tools needed in this group process and internalize the tools needed for reading, they should be able to take on more of the responsibility themselves.

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The purpose of the study is to study the preschool teacher´s descriptions of their work to support multilingual children's language development and the strengthening of their identity in preschool. In order to achieve the aim, the following question has been formulated: What methods and materials do preschool teachers describe that they use to support multilingual children's language and identity in preschool? Previous research shows a lack of knowledge among educators about how they should work to be able to develop children's identity and support children's development in the Swedish language and the children's mother tongues. A qualitative method has been used in this study where interviews in combination with observations have been carried out at preschools in southern Sweden. The study's theoretical starting points are social constructionism and the sociocultural perspective. The results show that preschool teachers use the same working methods and methods to both develop children's language and communication skills but also to strengthen their identity. Methods and working methods that appear in the results include image support, body language, TAKK, language bags and the Kippin Family. The results of the study also show the importance of highlighting children's mother tongue and offering them security so that they can develop and form new skills. Finally, it emerged that the preschool teachers’ commitment and attitude affect children's learning and development in preschool. / Syftet med studien är att studera förskollärarnas beskrivningar kring sitt arbete föratt stödja flerspråkiga barns språkutveckling och stärkandet av deras identitet iförskolan. För att kunna uppnå syftet har följande frågeställning formulerats: Vilkametoder och material beskriver förskollärare att de använder för att stödjaflerspråkiga barns språk och identitet i förskolan? Tidigare forskning synliggörbristande kunskaper hos pedagoger kring hur de ska arbeta för att kunnautveckla barns identitet samt stödja deras utveckling i det svenska språket ochdet modersmål som de har. En kvalitativ metod har använts i denna studiedär intervjuer i kombination med observationer har genomförts på förskolor isödra Sverige. Studiens teoretiska utgångspunkter är socialkonstruktionismoch det sociokulturella perspektivet. I resultatet framgår det att förskollärareanvänder samma material och metoder för att både utveckla barns språk ochkommunikationsförmåga men även för att stärka deras identitet. Metoder ochde fysiska artefakterna som framkommer i resultatet är bland annat bildstöd,kroppsspråk, TAKK, språkpåsar och Familjen Kippin. Studiens resultat visaräven betydelsen av att belysa barns modersmål och erbjuda dem trygghet föratt de ska kunna utveckla och bilda nya kunskaper. Slutligen framkom det attförskollärarnas engagemang och bemötande påverkar barns lärande ochutveckling i förskolan.