This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It’s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children. The result of the investigation was that enough consideration wasn’t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don’t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children’s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn’t any cooperation between the class teachers and the mother tongue teachers at the moment.

Thanks to preschool Bamse and the entire literature I have related to in my degree work I have both got an explanation for my question at issue, and a clearer insight for my main question "The treating of bilingual children after acclimatization". I have within the investigation chosen to study on the basis of the educationalists perspective on bilingual way of working. My question at issue on this investigation has been to see how a regular day of language development looks and how the group of children developed the Swedish language. The purpose with my degree work was to be able to get an insight in the educationalists way of working and methods and also to see how the educationalists treats bilingually individuals after the acclimatization. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews. Down here I will sum up the investigation in poles and describe the aspect the informants have pointed out under the interviews. Bilingually children’s develop the Swedish language with the educationalists by: Converse and communicate with the child Name word and objects Using the body language at conversations Building security in the group of children Integrate the playing to a language development in the regular day Confirm the child’s meaning at different connections Create a god relation with the individual Take part of the mother tongue in the program to name single words Giving the individual the opportunity to express their thoughts freely Place the child at the center of attention among the group of children Take part of the parents experience with the mother tongue Giving space to create own imagination with the playing for the individual Have the language as an approach Even the theories mediate that the educationalists shall promote the work with bilingual children so that they control the purpose and see the meaning of activity. The play shall be reason for all activity to increase the will for the group of children. Litterateur also brings out that the preschool program shall establish that the individual gets the opportunity to develop its mother tongue to increase the understanding of the Swedish language. Finally I want to point out that on the basis of the interviews and observations on the preschool program, the educationalists consider that the mother tongue is like a foundation for bilingually children so that they will develop the Swedish language.

Studiens syfte är att undersöka hur fem förskollärare arbetar med ett interkulturellt arbetssätt inom en mångkulturellt förskoleverksamhet. Studien har utgått från ett teoretiskt perspektiv på interkulturellt arbetssätt och den teoretiska ansatsen utgörs av ett interkulturellt perspektiv. Interkulturalitet handlar om möten mellan människor från skilda kulturer och en ömsesidig förståelse dem emellan. Skilda kulturer innebär exempelvis att man har olika modersmål, seder och levnadsregler. Jag har gjort en kvalitativ undersökning, där jag har intervjuat fem förskollärare i två förskolor. Resultatet visar att förskollärarna hade en liknande syn på interkulturellt arbetssätt och att faktorer som förhållningssätt, arbetsmiljö och lärandemiljö bidrar till att barnen på förskolan ska känna sig mer trygga, nyfikna och motiverade. Därutöver visar resultatet på förskollärares behov av vidare utbildning i frågor som rör barns kultur och modersmål. Betydelsen av att arbeta med utgångspunkt i olika språk i förskoleverksamheten är ytterligare en tendens som framkommer i resultatet. En slutsats som kan formuleras med grund i undersökningens resultat är att förskoleverksamhet som tar tillvara och har sin grund i flera modersmål bidrar till att barn blir sedda, respekterade och motiverade att lära sig.

Abstract My purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development? To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review. My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity. Children that have had language- stimulation in preschool are aware of the use of the language. Whit language- stimulation the childs self- knowledge and social competens are strengthening. Keywords: language- stimualtion, language- development, language- games, teachers plan / Sammanfattning Syftet med min uppsats är att undersöka hur man på förskolan arbetar med språkstimulering. Detta kommer jag att göra genom intervjuer med lärare på förskolan. Frågeställningar: Varför använder sig lärarna av språkstimulering? Hur använder sig lärarna av språkstimulering vad gäller arbetssätt och metoder? Anser lärarna att språkstimulering på förskolan underlättar barnens utveckling? För att besvara dessa frågeställningar intervjuade jag 6 förskollärare i Mellansverige och använde detta som insamlingsdata. I litteraturgenomgången har jag skrivit om språk, språkutveckling i olika aspekt, läroplanen, språkstimulering, språkljudlek och TRAS (tidig registrering av språkutveckling) som är kopplat till resultatet. Resultatet visar att arbete med språkstimulering hjälper barnen i deras språkutveckling, det utvecklar dessutom deras självinsikt och identitet. Barn som har fått språkstimulering på förskolan använder sig medvetet av språket. Med språkstimulering växer barnets självinsikt och den sociala samvaron stärks. Nyckelord: språkstimulering, språkutveckling, språklekar, läroplanen

Syftet med den här studien är att få djupare kunskap om förskolans arbete med språkligt sårbara barn och hur de kan upptäckas i tidig ålder. Genom intervjuer med specialpedagoger och legitimerade förskollärare har jag besvarat frågorna om vilka möjligheter förskollärare har att upptäcka språkstörning, hur förskollärare arbetar och kan arbeta med barn i språklig sårbarhet, samt på vilket sätt specialpedagoger och förskollärare kan samarbeta för att främja språkutvecklingen hos barnen. I studien beskrivs tidigare forskning om barns tidiga språkutveckling och vad som kännetecknar språkstörning, samt hur forskare anser att förskollärare bör arbeta med barn för att främja språkutveckling. Resultatet visade att det fanns en stor medvetenhet bland pedagogerna ute på förskolorna där intervjuerna genomfördes och att arbeta med språk och kommunikation var hos de flesta ett prioriterat mål i verksamheten. Specialpedagogerna framhåller den medvetna närvaron hos förskollärare för att vara ett stöd i den språkliga utvecklingen hos barnen, samt att ha möjlighet att upptäcka de barn som befinner sig i språklig sårbarhet där det kan handla om språkstörning. I undersökningen framkom att tid, kunskap, lyhördhet, närvaro, tillgång till specialpedagog och ett medvetet förhållningssätt utgör de förutsättningar som förskollärare behöver för att upptäcka barn med språkstörning. / The purpose of this study is to gain in-depth knowledge about preschool work with children in linguistic vulnerability and how they can be discovered at an early age. Through interviews with special educators and legitimate preschool teachers, I have answered the questions about what possibilities preschool teachers have to detect language disorder, how preschool teachers work and can work with children in linguistic vulnerability, and how special educators and preschool teachers can collaborate to promote language development in the children. The study describes previous research on children's early language development and what characterize developmental language disorders, as well as how researchers think preschool teachers should work with children to promote language development. The result showed that there was a high level of awareness among the educators at the preschools where the interviews were conducted, and working with language and communication was at most a priority objective in the preschool. Special educators emphasize the conscious presence of preschool teachers to be a support in the linguistic development of the children, as well as being able to discover the children who are in linguistic vulnerability where language disturbance is concerned. The study found that time, knowledge, responsiveness, attendance, access to a special educator and a conscious attitude constitute the prerequisites for pre-school teachers to detect children with language disabilities.

This study examines how an educationalist at a preschool in India works with language development in a multilingual context. The purpose of this study is to provide knowledge about how teachers in preschools can work with language development in multilingual contexts. In order to achieve this, an in-depth case study is done which examines an educationalist’s work with language development at a preschool in a multilingual country (India). The examination is based on the didactic questions, what, how and why and the result is then discussed in relation to the terms of Swedish preschools. The methods used is textual analysis of teaching materials, interviews and observations. The result shows that a variety of working methods are used, depending on the individual child's level of understanding and knowledge. The teaching methods used can be assumed to be influenced by a multiple of factors, for example by the educationalist’s upbringing and education, his view on children and learning, the limited resources available and the composition of the group of children. Some of the teaching methods used in the Indian preschool can, in my opinion, be transferred to Swedish preschool, directly or through inspiration and adaptation, while others are more difficult. / I det här arbetet undersöks hur en pedagog på en förskola i Indien arbetar med språkutveckling i en flerspråkig kontext. Syftet med min undersökning är att bidra med kunskap om hur pedagoger i förskolan kan arbeta språkutvecklande i flerspråkiga kontexter. För att uppnå detta görs en fördjupande fallstudie av en pedagogs arbete på en förskola i ett flerspråkigt land (Indien) där jag undersöker pedagogens arbete med språkutveckling utifrån de didaktiska frågorna vad, hur och varför. Resultatet diskuteras sedan i relation till förskollärares uppdrag i den svenska förskolan. För att undersöka mina frågeställningar har läromedelsanalys, intervjuer och observationer använts som metoder. Resultatet visar att en variation av arbetsmetoder används, beroende på det individuella barnets nivå av förståelse och kunskap. Undervisningens organisation kan antas påverkas av flera olika faktorer, bland annat av pedagogens uppväxt och utbildning, dennes barn- och lärandesyn, de begränsade resurser som finns och barngruppens sammansättning. Vissa arbetsmetoder som används i den indiska förskolan kan enligt min uppfattning överföras till svensk förskola, direkt eller genom att inspireras av och anpassas, medan andra är svårare.

English is a part of our lives from an early age, and it is important that pupils engage themselves in learning the language. Today many pupils have access to a computer and can play online games in collaboration with others from around the world. This study aims to examine how online gaming can help pupils develop their second language. By studying prior research and analysing the results, it was found that there are several factors which may have an effect on pupils’ second language development. Through online games, motivation increases. Also, the interaction with both native English speakers as well as other second language learners within the games, form immense language input from authentic communication. These findings show that there are possible benefits in playing online games. However, there is a need for much further research to get a clear overview over the possible affects online games have for pupils second language development. / <p>Engelska</p>

Background:  Existing research shows that both biological and social factors contribute to early language development. Reading out loud and active interplay with infants and toddlers have been highlighted as positive factors for development of understanding and vocabulary. The preschool functions as an equalizing environment, as it provides equal opportunities for children with various life conditions to develop their language skills. However, there are notable differences in language development in children from homes with low and high income and education levels, respectively. The Språkstegen project has therefore been implemented as an intervention. The basic idea of Språkstegen is that the child service nurses, who conduct the home visits at month 8, introduce a book gift, which is read aloud for the child in active interplay. The nurses also provide parents with tools and information to support the activity. Aims: The aim is to understand child service nurses’ experiences of participating in a project that seeks to improve the language development of infants and toddlers. Method: Data collection has been conducted through semi-structured interviews of child service nurses. The collected data have been transcribed and analyzed using conventional qualitative content analysis. The collection was delimited to public and private health care facilities in Blekinge county, Sweden. Results: The respondents are positive towards Språkstegen as intervention. They report that parents and children are satisfied, and that parents are inspired by the possibilities with early reading and the tools available for stimulating interplay during reading. Conclusions: Språkstegen makes it possible to reach more parents and provide knowledge and tips to support early language development through active interplay and reading aloud. / Bakgrund: Tidigare forskning har visat att det finns både biologiska och sociala faktorer som påverkar små barns språkutveckling. Högläsning och aktivt samspel med barn från tidig ålder har lyfts upp som en positiv faktor både för språkförståelse och ordförråd. Förskolan fungerar som en utjämnande verksamhet, då barn från med olika livsvillkor ges lika möjlighet att utveckla sitt språk. Det finns dock tydliga skillnader avseende språkutvecklingen mellan barn från hem med hög respektive låg utbildningsnivå och ekonomisk status. Projektet Språkstegen har därför lanserats som en intervention. Språkstegens grundläggande idé är att BHV-sjuksköterskorna som utför hembesöket och barnets åttamånaderskontroll också introducerar en bok. Under besöket läser BHV-sjuksköterskan bokgåvan högt för barnet och samtalar också med föräldrarna om läsningens och det aktiva samspelets betydelse. Syfte: Syftet med studien är att beskriva BHV-sjuksköterskors erfarenheter av att medverka i ett projekt med avsikten att förbättra språkutvecklingen hos små barn. Metod: Datainsamling har utförts via semistrukturerade intervjuer av BHV-sjuksköterskor. Det insamlade datamaterialet har transkriberats och har därefter analyserats med konventionell kvalitativ innehållsanalys. Datainsamlingen begränsades till offentliga och privata vårdcentraler i Blekinge län. Resultat: Respondenterna är positiva till Språkstegen som intervention och rapporterar att föräldrar och barn är nöjda samt att många blivit inspirerade av möjligheterna med tidig läsning och verktygen för att förbättra samspelet med barnet under läsning. Slutsats: Språkstegen gör det möjligt att nå fler föräldrar och ge dem kunskap och tips för att stötta barnens språkutveckling genom interaktiv högläsning. Projektet bidrar också till att ge föräldrarna en bättre förståelse för vikten av samspel med barnet genom högläsning.

Landau and Gleitman's experiments investigating a blind child's meaning for look, as it applied to herself, were replicated with a three year old boy who was totally blind, and had no concomitant disorders. Several commands to look were presented within informal play sessions. Responses to the look commands were compared with responses to instructions to touch, listen and taste. Experiments were video recorded for subsequent analysis. It was found that the blind child associated the haptic perceptual modality with the visual verb, in that an instruction to look at an object elicited manual exploration of the object. His meaning for look was distinct from his meanings for the other perceptual verbs. These findings were consistent with Landau and Gleitman's findings. Landau and Gleitman's interpretation, of how a blind child's mastery of visual terms bears on the word/meaning mapping problem, is critically discussed. / Medicine, Faculty of / Audiology and Speech Sciences, School of / Graduate

Introdução: A Fonoaudiologia é uma ciência da área da saúde que busca promover, prevenir, diagnosticar e reabilitar as questões relacionadas à comunicação dos indivíduos. Assim, torna-se importante o desenvolvimento de tecnologias para aprimorar a sua prática - que deve se basear em evidências - e os instrumentos de análise articulatória têm auxiliado no entendimento sobre como a paciente aprende e produz determinados fonemas. O objetivo do estudo foi descrever os tipos de configuração de contorno de língua, por meio da Ultrassonografia aplicada na produção de Fala (USF), nas produções de /s/ e /?/ na fala de adultos, crianças com desenvolvimento típico de fala e linguagem e crianças com Transtorno Fonológico (TF). A utilização da Ultrassonografia como ferramenta para análise articulatória é recente na Fonoaudiologia, mas tem demonstrado importantes contribuições no diagnóstico e intervenção. Delinear o padrão de articulação em adultos falantes do Português Brasileiro, por meio da USF, pode fornecer informações importantes a respeito das variações observadas na produção dos sons de fala, além de possibilitar comparações entre as variações das produções apresentadas por crianças que estão em desenvolvimento e que podem ou não apresentar alterações de fala e linguagem. Dentre as alterações de fala e linguagem mais constantes na clínica fonoaudiológica está o TF, bastante ocorrente na população infantil, porém sem causa definida. O TF tem sido objeto de estudo de muitos profissionais da área, uma vez que apresenta heterogeneidade quanto à gravidade, manifestações e fatores associados. A motivação de estudar as sibilantes /s/ e /?/ decorreu do fato de que as consoantes coronais fricativas /s z ? ?/ são sons de fala com aquisição tardia no desenvolvimento típico e os mais comuns de sofrerem distorções e substituições. Métodos: Participaram do presente estudo 15 adultos entre 18 anos e 11 meses e 28 anos e 5 meses de idade, 13 crianças sem alterações de fala e linguagem, entre 6 anos e 7 anos e 11 meses de idade e sete crianças com TF, com o Processo Fonológico de Frontalização de Palatal (FP), entre 5 anos e 2 meses e 7 anos e 3 meses de idade. Para todos os sujeitos, foram aplicadas e analisadas as provas diagnósticas de Fonologia e, posteriormente, a USF. A coleta das imagens da USF foi realizada em vista Sagital. O contorno da superfície de língua foi traçado individualmente no software AAA para cada uma das cinco produções dos alvos /s/ e /?/ de cada sujeito. Os contornos de língua foram analisados de forma qualitativa e quantitativa, por meio da mensuração de 11 pontos delimitados numa grade radial sobreposta ao contorno de língua na USF. Resultados: Foi possível observar que há, pelo menos, quatro possibilidades de configuração de língua na articulação do /s/ na fala de adultos e crianças com desenvolvimento típico. Para as crianças com TF, foram observadas três dessas configurações. A produção do /?/ não foi tão variada a ponto de serem observadas configurações de contorno de língua distintas, entre os sujeitos. Conclusões: O estudo foi efetivo para descrever os tipos de configuração de contorno de língua, por meio da USF, nas produções do /s/ e /?/, diferenciando a produção desses fonemas na fala de adultos, crianças com desenvolvimento típico e crianças com TF / Introduction: The Speech-Language-Hearing Sciences is a health\' science that aims to promote, prevent, diagnose and rehabilitate the issues related to human communication. Therefore it is important to develop technologies to improve the evidence based practice. Articulatory analysis tools has helped in the understanding on how the patient learns and produces certain phonemes. The aim of this study was to describe the different types of tongue contour based on the ultrasound tongue imaging (UTI) during the production of the sounds /s/ and /?/ in adult speech, typically developing children and children with Speech Sound Disorder (SSD). The use of UTI as a tool for articulation analysis is recent in Speech-Language-Hearing Sciences but has been demonstrating to be an important tool in the diagnosis and intervention of SSD. The design of the Brazilian Portuguese-speaking adults articulation\'s pattern by the UTI may provide important information about the modifications observed during the production of speech sounds as it enables comparisons between variations of the productions presented by children who are under development and that may or may not have SSD. SSD is a very common and quite occurring speech disorder in children but has not a definite cause yet. The SSD has been studied by many speech and language pathologists as it is a heterogeneous pathology in terms of severity, manifestations and associated factors. The motivation to study the sibilants /s/ and /?/ was based on the fact that the coronal fricatives consonants /s z ? ?/ are speech sounds with late acquisition in typically developing and also sounds that are frequently distorted or substituted by others. Methods: The study included 15 adults aged between 18 years and 11 months and 28 years and 5 months old, 13 typically developing children without speech and language impairments aged between 6 years old and 7 years and 11 months old and seven children with SSD, with the phonological process of palatal fronting (PF) aged from 5 years and 2 months and 7 years and 3 months old. The tongue contours were analyzed qualitatively and quantitatively by measuring 11 fans delimited in a radial grid superimposed on the tongue contour at UTI. The diagnostic tests of phonology followed by the UTI analysis were applied to all subjects. Data collection for the UTI analysis was performed in sagittal view. The tongue contour was traced individually for the five productions with the target sounds /s/ and /?/ using the AAA software for analysis. Results: Results demonstrated that there are at least four tongue setting possibilities to produce the sound /s/ in both adults and typically developing children´s speech. Three of these settings were observed for children with SSD. No different tongue settings were observed between groups during the production of the sound /?/. Conclusions: The study was effective to describe the types of tongue contour settings using UTI and also to differentiate the production of the sounds /s/ and /?/ in the speech of adults, typically developing children and children with SSD