The study is based on Lev Vygotskijs and John Dewey's learning theory. Such is “the zone for immediate development” and “learning by doing”. Purpose: The study's purpose was to examine how four teachers´ work with bilingual children's language development in a preschool and in a preschool class. These questions will be answered in my study: 1). which view of bilingualism have been the educators? 2). which language development approach has been the educators of preschool/ preschool class have chosen to promote the bilingual children's language development in the Swedish language? 3). what similarities and differences, I find the teachers' way of working with bilingual children? Method: To investigate and answer the purpose of this study was therefore qualitative approach through interviews are used. Results: The results show that both teachers in a preschool and preschool class are working with language development in order to encourage bilingual children's language development. Conclusions: The conclusions are to be able to speak several languages is an asset. Teachers should encourage bilingual children to speak their native language. To encourage bilingual children's language development using a variety of language development methods in the form of music, singing, rhymes and chants. Reading many books and to retell.

Sverige är sedan decennier tillbaka ett flerspråkigt land och flerspråkighet är en naturlig del av dagens samhälle. Minst en femtedel av alla elever i skolan har ett annat modersmål än svenska. För lärare blir det mer aktuellt att bedriva språkutvecklande undervisning som ger eleverna förutsättningar att utveckla både språk och ämneskunskaper. Syftet med studien är att undersöka hur lärare i åk 4–6 beskriver hur de arbetar språkutvecklande inom ämnet svenska med flerspråkiga elever. Studien utgår från det sociokulturella perspektivet och grundar sig i semistrukturerade intervjuer. Resultatet visar att lärarna arbetar språkutvecklande hela skoldagen och de poängterar hur viktigt det är att arbeta språkutvecklande för elevernas språk- och kunskapsutveckling. Modellering och EPA- modellen är två konkreta och effektiva arbetssätt som lärarna använder i undervisningen. Dock framkom det att lärarna oftast inte reflekterar över sitt arbetssätt då det sker per automatik och att elevernas modersmål inte används som en resurs i klassrummet. / For decades, Sweden has been a multilingual country and multiligualism is a natural part of today’s society. At least one fifth of all pupils in the school have a different mother tongue than Swedish. For teachers, it will be more relevant to conduct language development teaching which gives students the conditions to develop both language and subject knowledge. The purpose of this study is to investigate how teachers in elementary school describe their language development methods with multilingual pupils in the Swedish subject. The study is based on the sociocultural perspective as well as semistructured interviews. The result shows that the teachers work on language development throughout the school day and they point out how important it is to work on language development for students’ language and knowledge development. Modelling and the EPA- model are two concrete and effective working methods that are used by the teachers. However, it emerges that the teachers usually do not reflect on their way of working as it happens automatically and that the students mother tongue is not used as a resource in the classroom.

Today's society is multicultural which means that also our classrooms are multicultural. The teaching must then be designed so that all pupils can develop as far as possible, which is expressed in the curriculum. The purpose of this study is therefore to investigate how Swedish teachers work with language development in the mathematics subject, to support these multilingual students’ knowledge development to the maximum.This study has a qualitative approach as it is based on semi-structured interviews. A total of four teachers participated and were thus able to give their picture of how they work with language development in mathematics. The results of the study indicate a large divergence between the teachers' ways of working, relating to multilingual classrooms, and language development work. In addition, some aspects are more crucial to the development of languages and knowledge for multilingual students. This includes collaborative work where language has a central role in which students get to talk, reason, and communicate mathematics with others. Other key strategies that emerge are reality anchoring, customized tasks, and multilingualism as a resource. The work is analyzed in relation to theories of socio-cultural learning and pragmatism.