Denna studie strävar efter att synliggöra hur lärare i årskurserna 4–6 arbetar med engelskämnet och hur de motiverar elever att skriva på engelska. Bakgrunden går igenom hur främmandespråksinlärning kan se ut samt begrepp så som motivation och feedback. Datainsamling skedde genom sju kvalitativa intervjuer med lärare som undervisar eller har undervisat i engelska i årskurserna 4–6. Data transkriberades och analyserades med hjälp av den tematiska metoden. Resultatet visar hur lärare motiverarar elever till att skriva på engelska där mottagare, feedback och intresse är några faktorer som kan öka motivationen.

The aim of this research project was to study children's multilingual communications in learning conditions. And how children can use their first languages and how preschool teachers perceive how different first languages are being used in learning conditions. Sweden is influenced by numerous different languages and cultures, which also influences the preschool context. The preschool education should be equivalent (likvärdig) in all preschools in Sweden. This led us to the question if all preschools in Sweden can meet the notion of equivalence regarding the curriculum goal of the child being able to develop both the Swedish language and their first language.   A sociocultural perspective provides an understanding about languages position in the learning context. With different concepts of mediation, cultural tools and scaffolding the findings have been analyzed and interpreted. Linde studied curriculum theory and with his concepts of realization and transformation the preschool teachers' understandings of the writings in the curriculum and how they put it into practice have been analyzed.  With the help of observations of educational conditions, children ages three to five were observed, two preschool teachers were also interviewed. The result showed that children's opportunity to use their first languages ​​varied in the two preschools studied. Children are not given equal (likvärdiga) opportunities to develop their first language. This highly depends on the educator's knowledge in the different spoken languages.

The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand. All teachers are talking about the mother tongue which they mean is the key to self-esteem and identity formation for these children.The Child-cares is experiencing various difficulties in the work with native language support; one thinks that it is difficult when the children sometimes have a stronger language than her. The second one is experiencing difficulties with the children in her language group because they speak a variety of dialects in the common mother tongue. The third child-care find it difficult when she does not get any verbal response from the children in her group.All child-cares feel finally accepted and feel a joy in the effort made for the children and their mother tongue. They think it's great and fun, and also feel that their children like that.