<p>Today’s Sweden becomes more and more multicultural, with a mixture of many different languages. Many children are raised to learn two or more parent languages. If you work as an educationalist in preschool you will probably come in contact with these children. The question is how you should treat them and ease their development of languages.</p><p>The purpose with this work is to find answers to the question if bilingual children develop their languages by the same method as monolingual and how one as an educationalist can make these children’s development of language easier.</p><p>The papers preface is a part of literature that describes different researchers view on the bilingual children’s development of language and how one, as an educationalist, can ease it.</p><p>To my study I have chosen to interview three educationalists in preschool who all work with bilingual children. I have also done an observation at one of these three preschools, one who have several bilingual children in their class. The educationalist all describes how they experience bilingual children and how they work top ease these children’s development of languages.</p><p>I have come to the conclusion that bilingual children differentiate from monolingual children in their development of languages but that it is also a big difference since it is very individual, regardless if they are bi- ore monolingual. I have also come to the conclusion that one can work in many different ways to ease bilingual children’s development of language, but the single most important thing is to be absolutely clear with what one says.</p>

Today’s Sweden becomes more and more multicultural, with a mixture of many different languages. Many children are raised to learn two or more parent languages. If you work as an educationalist in preschool you will probably come in contact with these children. The question is how you should treat them and ease their development of languages. The purpose with this work is to find answers to the question if bilingual children develop their languages by the same method as monolingual and how one as an educationalist can make these children’s development of language easier. The papers preface is a part of literature that describes different researchers view on the bilingual children’s development of language and how one, as an educationalist, can ease it. To my study I have chosen to interview three educationalists in preschool who all work with bilingual children. I have also done an observation at one of these three preschools, one who have several bilingual children in their class. The educationalist all describes how they experience bilingual children and how they work top ease these children’s development of languages. I have come to the conclusion that bilingual children differentiate from monolingual children in their development of languages but that it is also a big difference since it is very individual, regardless if they are bi- ore monolingual. I have also come to the conclusion that one can work in many different ways to ease bilingual children’s development of language, but the single most important thing is to be absolutely clear with what one says.

Syftet med detta examensarbete är att studera tvåspråkiga barns fysiska reaktioner på förskollärarens försök till kommunikation. Det vill säga hur lärarens ord och kroppsuttryck mottas och bemöts av det tvåspråkiga barnet. Arbetets frågeställning lyder: Hur reagerar tvåspråkiga, nyligen inskolade barn till synes på förskollärarnas försök till kommunikation?   Genom videodokumentation av en mångkulturell barngrupp har jag samlat ett material som sedan skrivits ner och sammanställts i form av kortare sekvenser. Dessa sekvenser visar olika varianter på hur en förskollärare tilltalar ett tvåspråkigt barn och hur detta barn  responderar respektive inte responderar på detta försök till kommunikation. Arbetets teoretiska bakgrund  utgår i från ett sociokulturellt perspektiv. Lev Vygotskijs syn på hur barn lär genom interaktion med andra människor är ett återkommande inslag i bakgrundstexten.   I undersökningen deltog fem barn. Denna grupp barn representerade tre olika nationaliteter och hade varit inskolade på förskolan olika lång tid. Resultatet visar att kommunikationen mellan de i studien uppmärksammade barnen och dess lärare är sällan förekommande. I de situationer som uppmärksammats i den här studien använder sig barnen av ett högst begränsat kroppsspråk, verbalt språk samt mimik. Ofta förblir lärarnas försök till kommunikation obesvarade.   Nyckelord: förskola, icke-verbal, kommunikation, tvåspråkiga barn, social interaktion.