Syftet med min studie är att belysa hur pedagoger i förskolan ser på sin roll att stimulera och utveckla barns språk. Undersökningen bygger på kvalitativa intervjuer med fem verksamma förskollärare. Resultat av studien visar på att det utförs ett medvetet arbete för att utveckla och stimulera barns språk på förskolan. Detta görs främst genom att pedagogerna tar tillvara på de tillfällen och stunder som ges i vardagen. Därigenom stimuleras barnen till att själva använda sig av språket, och att de i förskolan omges av ett rikt och nyanserat språk både i tal och skrift. Genom att barnen möter vuxna som aktivt lyssnar och tar sig tid för barnet så ökar barnets lust att uttrycka sig. Resultatet visar också på att högläsning, rim, ramsor, sång och andra språk- och sånglekar används dagligen, för att på olika sätt utveckla barnets språk. För att barnet ska träna sig i att använda språket på ett mer nyanserat sätt, övar pedagogerna tillsammans med barnen på att berätta och återberätta utifrån böcker och upplevelser. Det handlar också om att utveckla ordförrådet och begreppsförståelsen hos barnet genom att hjälpa barnet att sätta ord på det som de upplever och gör. Språket utvecklas genom kommunikationen som uppstår i gruppen med barn och vuxna. Det sociala samspelet mellan individerna i gruppen är mycket betydelsefullt för språkutvecklingen. Därigenom stimuleras barnet till kommunikation som för dem är både meningsfull och viktig. Pedagogerna menar att det är barnens intresse och erfarenheter som ska vara utgångspunkten för utvecklandet av både tal- och skriftspråk.    Det kommer också till uttryck i min studie att det är viktigt att skapa en miljö som bidrar till att locka och möjliggöra samspel mellan barnen på förskolan. Pedagogerna ska dessutom erbjuda material som både intresserar och stimulerar barnets språk. Materialet bidrar också till att det finns saker att samtala om. Det viktiga är att barnen upplever det lustfyllt att använda sig av språket på olika sätt och att de med hjälp av språket kan förmedla sig med sin omgivning. / The purpose with this study is to point out how pre-school pedagogues look at their part to stimulate and enrich children language. The survey is based on qualitative interviews with five active pre-school pedagogues. The result of the study shows that an active and deliberate work is done to stimulate and enrich children’s language in pre-school. The pedagogue’s cherishes this work in everyday life at pre-school, thereby stimulating the children to use the language themselves. Secondly the children are indirectly stimulated in the overall pre-school environment by a rich and varied language in both spoken and written language. Children at pre-school communicate with engaged pre-school pedagogues that listen actively and thereby increase the children’s desire to express themselves. The results also show that loud reading, rime, jingles, sing and other language- and song games are used daily in different ways to enrich the children’s language. In order to train the child to use the language in a more varied way, pedagogues and children works together to tell and re-tell books and experiences. In many ways it’s about to enrich the children’s vocabulary by helping them to put words on things they do and experience. The language is evolving when children and pedagogues together communicate within the group. The social interaction between the individuals in the group is very important to evolve and enrich the language and thereby stimulating the child to communicate in a meaningful way. The pedagogues mean that the children’s interests and experiences are the foundation to enrich and evolve a rich spoken- and written language. The study also shows that it is of high importance to create an environment that encourages collaboration between children in pre-school. The pedagogues should also provide material that stimulates and increases children’s interest to learn the language. The material also contributes to subjects to talk about. It’s absolutely vital that children experience language as a fun and great resource to use when communicating and interacting with their surroundings.

This study aims to analyze explicit politeness markers such as please and thank you in children’s movies using The Movie Corpus. Differences in use over time as well as between children’s movies and other genres of film are investigated, by extracting a variety of frequencies from the corpus for further analysis. The results show that politeness markers are, and have tended to be, more common in children’s movies than in other genres of film. However, the results also suggest that politeness markers are decreasing in frequency in both children’s movies and in other genres of film, but that the decreases are not consistent throughout all the decades analyzed. The study suggests that we seem to be moving towards a less polite society, or one where implicit politeness markers are preferred over explicit ones. In conclusion, it is suggested that further studies are needed to determine which results of this study that are exclusive to children’s movies rather than suggesting trends in film overall.

The aim of this study is to investigate the ability of multilingual children to develop their mother tongue in preschool and what language developmental methods the pedagogues use to contribute to this. To answer this, the questions were broken down to investigate the availability of mother tongue support, how the pedagogues draw attention to children’s different native languages in the business, and what language developing approaches they use.   Through interviews with active pedagogues in pre-schools, the different conditions under which children are being supported in developing their mother tongue, how the mother tongue is highlighted in activities, and the different teaching methods of the pedagogues to develop children's languages is made visible. The study's results showed that pre-schools are aware of the importance of the mother tongue in language development and therefore offer the children some form of mother tongue support. They also try to help children learn each other's mother tongue and cultures to show openness to each other, but also gave examples of many different language developing ways of working.   To provide children with a language rich environment through interaction and conversation is the prerequisite for a good language development. By doing this in a language relevant for the child, pedagogues can provide support and opportunities for the child to develop their mother tongue, which facilitates secondary language learning.   The idea is to contribute knowledge and awareness about how pre-school pedagogues should and need to work with the mother tongue development of multilingual children to support the development of a second language