This empirical study is about preschool teachers reasonning around the work with language development among multilingual children who have swedish as a second language and encounter swedish only after they start preschool. Based on the above, we had two research questions. Question 1. How do preschool teachers reason around planning language development? Question 2. What mediating resources do preschool teachers use to support the language development of multilingual children? To be able to answer the questions, semi-structured interviews were conducted where we interviewed six preschool teachers from multicultural preschools. To process the data we have used thematic analysis method. The material was then analysed using five theoretical concepts from sociocultural perspective and these are the proximal development zone, support, mediation, interaction and artefacts. The survey shows that observation, documentation and language mapping form the basis for a systematic planning of language work. Mediating resources that have emerged in the survey are image support, TAKK, digital tools, polyglutt application and children's literature.

No description available.