Swedish preschools have a variety of children of different ethnic origins. The intention of this thesis is twofold; firstly to deeply examine how preschool teachers work with languages and secondly how to integrate the Swedish language with other native languages in practice. Hence, the aim is to get a deeper understanding and knowledge about how to integrate multilingual children that have other languages than Swedish as their mother tongue. The data collection for this dissertation is based on observations and interviews with three preschool teachers and child minders. The theoretical background is taken from literature which describes the social cultural perspective. The key words used in this dissertation are: Identity, intercultural, multicultural, participation, language arena.During our empirical studies we noticed similarities between Vygotsky’s social cultural perspective and the different terms that we used in our analysis. Our findings show that the tools that the pedagogues should use in order to integrate multilingualism in operations are the childrens daily routines, planed way of working, digital tools and good collaboration with the parents. The study also shows that pedagogues can take advantage of their multilingual skills.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-35227 |
| Date | January 2015 |
| Creators | Gustafsson, Agustina, Ashjaei, Susan |
| Publisher | Malmö högskola, Fakulteten för kultur och samhälle (KS), Malmö högskola/Kultur och samhälle |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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