flerspråkighet i förskolan - Institutionen för pedagogik och didaktik ...

FLERSPRÅKIGHET I FÖRSKOLAN
BARN SOM KOMMUNIKATIVA PARTNERS
Anne Kultti
Forskarutbildning vid institutionen för pedagogik och didaktik,
Göteborgs universitet
Manus inför slutseminariet den 30 mars 2010
Diskutant: Ann-Carita Evaldsson
Handledare: Ingrid Pramling Samuelsson, Sonja Sheridan och Ulla Veres

INNEHÅLLSFÖRTECKNING
INNEHÅLLSFÖRTECKNING ........................................................................................................................... 2
1. INTRODUKTION .................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
BARNS PERSPEKTIV PÅ FLERSPRÅKIGHET I FÖRSKOLAN ...................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
AVHANDLINGENS DISPOSITION ........................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
2. ATT ANALYSERA KOMMUNIKATION – ETT SOCIOKULTURELLT PERSPEKTIV............... FEL!
BOKMÄRKET ÄR INTE DEFINIERAT.
UTVECKLING AV SPRÅK I KOMMUNIKATION ....................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Språk som redskap....................................................................................Fel! Bokmärket är inte definierat.
Kroppsliga handlingar i barns tidiga kommunikation..............................Fel! Bokmärket är inte definierat.
Ord som tecken med betydelse..................................................................Fel! Bokmärket är inte definierat.
KOMMUNIKATION – YTTRANDEN OCH TOLKNINGAR........................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
LEDSAGAT DELTAGANDE .................................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Den proximala utvecklingszonen..............................................................Fel! Bokmärket är inte definierat.
Stöttning och samarbete ...........................................................................Fel! Bokmärket är inte definierat.
STUDIENS ANALYSBEGREPP OCH SYFTE .............................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Syfte och forskningsfrågor........................................................................Fel! Bokmärket är inte definierat.
3. FLERSPRÅKIGHET ............................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
FLERSPRÅKIGHET I BARNDOMEN......................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Flerspråkighet ur olika teoretiska perspektiv...........................................Fel! Bokmärket är inte definierat.
Relation mellan första- och andraspråk...................................................Fel! Bokmärket är inte definierat.
Modersmål................................................................................................Fel! Bokmärket är inte definierat.
Barns språkutveckling ..............................................................................Fel! Bokmärket är inte definierat.
Pragmatisk utveckling ..............................................................................Fel! Bokmärket är inte definierat.
Sammanfattning av inramningen..............................................................Fel! Bokmärket är inte definierat.
BARNS KOMMUNIKATIVA STRATEGIER ............................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Kodväxling................................................................................................Fel! Bokmärket är inte definierat.
Ålder och motivation ................................................................................Fel! Bokmärket är inte definierat.
Upprepning...............................................................................................Fel! Bokmärket är inte definierat.
BARN LÄR SPRÅK AV VARANDRA........................................................ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
AVSLUTANDE REFLEKTION ................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
4. FÖRSKOLEKONTEXT......................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
FÖRSKOLAN SOM INSTITUTIONELL PRAKTIK ....................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Yngre barn i förskolan..............................................................................Fel! Bokmärket är inte definierat.
Förskolans lärandemiljö...........................................................................Fel! Bokmärket är inte definierat.
LÄRARES FÖRHÅLLNINGSSÄTT TILL SPRÅKLIG MÅNGFALD I FÖRSKOLAN .................FEL! BOKMÄRKET ÄR INTE
DEFINIERAT.
KOMMUNIKATION I BARNS SAMSPEL................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Samvarokompetens ...................................................................................Fel! Bokmärket är inte definierat.
Kamratkultur ............................................................................................Fel! Bokmärket är inte definierat.
LEK SOM KOMMUNIKATIV PRAKTIK .................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Utveckling av lek ......................................................................................Fel! Bokmärket är inte definierat.
AVSLUTANDE REFLEKTION ................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
5. METOD ................................................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
KONTEXTEN FÖR STUDIEN OCH URVALET ........................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Deltagande barn.......................................................................................Fel! Bokmärket är inte definierat.
VIDEOINSPELNINGAR AV BARNS KOMMUNIKATION ............................ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Videoinspelningar i förstudien .................................................................Fel! Bokmärket är inte definierat.

Dataproduktionen i studien ......................................................................Fel! Bokmärket är inte definierat.
FRÅN FILM TILL TEXT.......................................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Analys av barns interaktion i studien .......................................................Fel! Bokmärket är inte definierat.
Att presentera och kommunicera studiens resultat...................................Fel! Bokmärket är inte definierat.
FORSKNINGSETISKA ÖVERVÄGANDEN................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
METODOLOGISK REFLEKTION ............................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
6. KOMMUNIKATIVA MÖTEN MELLAN BARN I FÖRSKOLAN ........... FEL! BOKMÄRKET ÄR INTE
DEFINIERAT.
MELLAN FÖRSKOLEAKTIVITETER........................................................ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
I LEKSITUATIONER .............................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
SAMMANFATTNING - MÅNGFALDEN AV KOMMUNIKATIVA MÖTEN MELLAN BARN ...FEL! BOKMÄRKET ÄR INTE
DEFINIERAT.
7. VAL AV SPRÅK VID MÅLTID OCH LEKSITUATIONER ..................... FEL! BOKMÄRKET ÄR INTE
DEFINIERAT.
SVENSKA VID MÅLTIDSSITUATIONER .................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
KODVÄXLING VID LEKSITUATIONER ................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
SAMSPEL MED BARN MED OLIKA MODERSMÅL.................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
SAMMANFATTNING - SAMMANHANGET HAR INVERKAN PÅ ANVÄNDNING AV TVÅ SPRÅK FEL! BOKMÄRKET ÄR
INTE DEFINIERAT.
8. KOMMUNIKATION ÖVER TID......................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
AUGUSTI ............................................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
SEPTEMBER......................................................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
OKTOBER ............................................................................................ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
NOVEMBER ......................................................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
DECEMBER.......................................................................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
JANUARI.............................................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
SAMMANFATTNING - FLEXIBILITET I MÖJLIGHETER TILL KOMMUNIKATION I FÖRSKOLAN FEL! BOKMÄRKET ÄR
INTE DEFINIERAT.
9. UTVIDGNING AV LEKAR GENOM SAMARBETE........ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
FRÅN ENSTAKA HANDLINGAR TILL EN HÄNDELSEKEDJA..................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
FÖRHANDLINGAR FÖR FORTSATT LEK ................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
SAMMANFATTNING - VARAKTIGHET I KOMMUNIKATION .................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
10. DISKUSSION........................................................................ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
FLERSPRÅKIGHET I FÖRSKOLAN – INITIATIVTAGANDE, RELATIONER MELLAN BARN OCH TILLFÄLLEN TILL
SAMSPEL ............................................................................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
BARN SOM KOMMUNIKATIVA PARTNERS............................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Kombinationer av handlingar ..................................................................Fel! Bokmärket är inte definierat.
Barn som kommunikativa partners i olika sammanhang..........................Fel! Bokmärket är inte definierat.
Uppmärksamhet mot det gemensamma ....................................................Fel! Bokmärket är inte definierat.
Utveckling som kommunikativa partners i interaktion med andra barn...Fel! Bokmärket är inte definierat.
STÖTTNING I SAMARBETE MELLAN BARN............................................ FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Barngrupp och vänskap............................................................................Fel! Bokmärket är inte definierat.
Upprepning av form och samtalstema......................................................Fel! Bokmärket är inte definierat.
Samarbete genom lek................................................................................Fel! Bokmärket är inte definierat.
MILJÖN SOM INTERAKTIONELL UTMANING ......................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
METODDISKUSSION OCH FORTSATT FORSKNING ................................. FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
STUDIENS BIDRAG TILL FORSKNINGSFÄLTET....................................... FEL! BOKMÄRKET ÄR INTE DEFINIERAT.
Pedagogiska konsekvenser .......................................................................Fel! Bokmärket är inte definierat.
11. SUMMARY ..................................................................................................................................................... 1
BACKGROUND..................................................................................................................................................... 5
Theoretical framework .................................................................................................................................. 5
Research of multilingualism .......................................................................................................................... 8
Research in the preschool context ................................................................................................................. 9
RESEARCH METHOD .......................................................................................................................................... 10

Selection and context................................................................................................................................... 10
Data production and analysis...................................................................................................................... 11
Ethical and methodological considerations ................................................................................................ 11
FINDINGS AND DISCUSSION ............................................................................................................................... 12
Multilingualism in preschools – initiative, relationship and opportunity.................................................... 12
12. REFERENSER.............................................................................................................................................. 14

11. SUMMARY
Background
There are increasing numbers of children who communicate in more than one language in our
society. They grow up and become a part of a society in which people predominately share
language, knowledge, culture and ethnic values. In Sweden, the majority of children enter
preschool between their first and second year. There are 13,000 two-year-olds in preschool
who have a first language other than Swedish (Skolverket, 2009). In preschool, these children
will have interactions with many other children at a time when their verbal communication is
developing. The aim of this study is to investigate how multilingualism appears in the
communications between children during their early years at preschool while parents of these
children communicate with them in one or more languages other than Swedish. In other
words, some children will have communicative partners who may have other languages in
these early years. The focus of the research is on how multilingualism is expressed in
children’s everyday life in preschool.
Theoretical framework
The theoretical approach in the study is a socio-cultural perspective on learning and
development based on the theory of Lev Vygotskij (1934/2007). Children’s experiences and
knowledge are related to the environments in which they participate. The focus is on the
dialectic between young children’s communicative actions and preschool as a learning
environment.
The theoretical discussion focuses on understanding and analysing young multilingual
children’s communication in preschool that frames their interactions. According to Rogoff
(1990) children adopt the frames of the preschool at the same time as they contribute to create
them. This position will be discussed in terms of: a) language as a tool for interaction, b)
communication as a social act, and c) collaboration.
Communication is crucial to learning where language is used as a tool to steer and plan
actions. (Rogoff, 1990, 2003; Säljö, 2000; Vygotsky, 1934/2007). Vygotsky’s theory is built

on an analysis of language as a tool for learning in which learning, also leads to changes in
communicative competence. Young children’s non-verbal actions are essential in creating
intersubjectivity and coordinating verbal action (Nelson, 2007; Ninio & Snow, 1996,
Vygotsky, 1978). In a socio-cultural driven analysis of multilingualism in preschool, the use
of Swedish words is not a presumption for communication. Both linguistic and social aspects
of communication are included in the analysis. Physical, social and cultural opportunities
impact on what is intended and understood in the communication, that is, what is desirable
and allowable in the context (Säljö, 2000).
Communication, as a social act, includes how something is said and how it is interpreted
(Linell, 2001; Säljö, 2000). In the process of creating knowledge “the actions of one have
meaning only with respect to those of the other” (Rogoff, 1990, p. 190). Rogoff continues that
“the mutual engagement of children and their companions provides support for development.”
Neither the individual nor the social context can be analysed without consideration of the
other. This indicates a dialectical perspective on language, in that multilingualism is
expressed and created in the interaction.
According to Nelson (1996) children learn to identify the relevance of the word in context.
“Discourse can not provide meaning, but only clues to meaning … The process of use before
meaning (within similar contexts) may be engaged by the child, from which meaning from use
gradually accrues.” (s. 145). For example, having lunch in children’s communication needs to
be interpreted in the context of within or outside a play activity. Meaning is appropriated
through participation in the activities of preschool.
The situated nature of meaning-making can be understood in terms of guided participation,
scaffolding and collaboration (Bruner, 1978; Rogoff, 1990; 2003; Siraj-Blatchford, 2007;
2009a). Rogoff’s tem guided participation is based on Vygotsky’s (1978) concept of zone of
proximal development (ZPD) that focuses on children’s capabilities and the knowledge
available to the interaction. ZPD and scaffolding has been interpreted in various ways but
mainly used in learning contexts to study children’s cognitive development through
interactions that are scaffolded by adults, as more expert partners in the interaction.
When studying young children’s communication, Rogoff’s (1990) distinction between
collaboration and acting collectively can be discussed. Collaboration refers to shared

meaning-making and engagement between two or more individuals to extend their
communication (e.g., Siraj-Blatchford, 2009a). In acting collectively, attention is not focused
on doing something together. For example, children may be in the same room; they might be
sitting next to each other and influence each other’s actions. However, they can model on
each other’s actions and ideas without extending their communication.
Rogoff’s (2003) concept of the three lenses - individual, interactional and cultural as a focus
of analysis is also useful. It can be used to study multilingualism in the communications
between young children in preschool.
Analysis through the individual lens focuses on multilingual children as communicative
partners in preschool. This includes aspects of their pragmatic language development, like the
strategies used to initiate and maintain a topic of communication with others. Some questions
to explore would be: How do children clarify their acts with words? Which tools are available
and which are used? How is a topic of communication attended to?
Analysis through the interactional lens focuses on scaffolding and its meaning for
collaboration and extending communication. Communication, utterances and interpretations,
include intersubjectivity, taking the others’ perspective and dialogue. A question to explore is:
What does scaffolding mean in communication between young children who have different
spoken languages for communication?
Analysis through the cultural lens in this study is through the institutional context. The
exploration through this lens focuses on the institutional practices in the preschool
environment and the activities and ways of talk, as the frame for children’s communication.
Within this theoretical approach, children are seen as a part of the culture of meaning that
children both reproduce and produce in their interactions. Children will both learn useful
ways of communication in preschool and, as well, they will create shared experiences when
participating in activities, regardless of their different language skills and knowledge. The
question is: What opportunities are offered to children to create new ways to express
themselves and extend their communications?

The aim is to study is to explore how multilingualism is expressed in communication between
young children in preschool through the research questions:
- How do children present as communicative partners in interaction with each other?
- How do children scaffold each other’s communications on a topic?
- How does the environment present interactive challenges?
Research of multilingualism
Research of multilingualism is discussed through three themes: a) multilingualism in
childhood; b) multilingual children’s strategies for language use; and c) language learning in
peer interaction.
Multilingualism is part of a large research field on language development. The focus in
theories of language learning is on cognitive aspects (Abrahamsson, 2009; Atkinson, 2002).
Research questions relate to the relations between the languages, the age of learning a second
language, and the role of the first language in learning a new language. Young children’s
acquisition of a second language uses such terms as simultaneously bilingualism (i.e., learning
two languages before the age of three at home), and additive multilingualism (i.e., how one
language contributes to learning another language in different contexts) (Håkansson, 2003;
Lindberg, 2002). In this study, simultaneously multilingualism in different contexts is a
suitable term, if using these definitions. There are also studies that include the social and
contextual aspects of learning a second language (Atkinson, 2002; Thomas & Collier, 1997).
This study takes as a starting point pragmatic language development, that is, how children
learn to use language in different situations (Ninio & Snow, 1996).
Code-switching as a multilingual strategy has also recently been studied. This focus on codeswitching
in context has been studied in multilingual environments in preschools and schools
(Björk-Willén, 2006; Cromdal, 2000). The results indicate code-switching use for social
purposes. Studies of repetition as one communicative strategy in interactions between
preschool children indicate, for example, that self-repetition increases children’s participation
while repetitions by others extend communication and cognitive development (Rydland &
Grøver Aukrust, 2005). There are also studies indicating that second language learning differs
according to the age of the child and a research focus on for younger children is needed in this
area of research (Philp & Dushesne, 2008).

A third theme in the study of language learning through peer interaction explores the issue of
expert and novice with different languages. Studies of peer talk show the importance of
communication between children for pragmatic language development (Blum-Kulka et al.,
2004; Katz, 2004). The group balance, in terms of first and second language speakers, and
their level of collaboration are known to be important (Blum-Kulka & Snow, 2004; Fassler,
1998a; Grøver Aukrust, 2004; Katz, 2004; Nicolopoulou, 2002). Addressing both the
language and social aspects of children’s second language learning is essential (Philp et al,
2008b). In other words, learning through peer interaction, despite differences in language, is
possible. Yet, systematic studies within this area are rare (Katz, 2004).
Research in the preschool context
Within research in the preschool context that is focussed on multilingualism and children’s
communication, there are four themes: a) institutional practice, b) the teacher’s approach, c)
young children’s stage of language development, and d) play as a social practice.
The structure, intentions of the curriculum and variations in content create the institutional
practices which shape the perspectives on young children in preschool and their learning.
According to the Curriculum for the Preschool (Skolverket, 2006) each child should be given
opportunities for developing their language and culture. There are longitudinal studies of
preschool learning environments showing how they contribute to children’s language and
communication skills and compensate for the home environment (Sylva et al., 1999, 2004).
However, multilingualism is randomly mentioned.
Teachers are essential to the environment for learning (Sylva et al., 1999, 2004; Sheridan et
al., 2009). In this study, the focus is on the teacher’s approach to language diversity in the
preschool group through their language use and the content of their communication. Some
research findings indicate that the learning opportunities in are dependent on children’s ethnic
background rather than their language skills, based on the teacher’s approach to learning
(Johansson, 2003b; Palludan, 2007) and that Swedish has primary legitimacy in preschool
(Axelsson, 2005).
Research on young children’s interactions in preschool focusing on learning, ethical issues
within groups show that children’s desire for peer interactions and to make friends
(Johansson, 1999, 2007; Løkken, 1996; Michélsen, 2005; Sheridan, et al., 2009). Older

children (3-6 years) have been studied focusing on children in interaction, and interactions
within a group of children (Corsaro, 2003, 2005; Sommer, 2005a, 2005b). These approaches
are seen as complementing understanding of multilingualism in interactions between the
young children in this study.
Play as social practice focuses on young children’s learning through play and the development
of play (Corsaro, 2003; Fleer, ms; Hakkarainen, 2002; Johansson & Pramling Samuelsson,
2006; Sawyer, 1997; Vygotsky, 1995). Taking others’ perspectives, fantasy and extended
communication and play scripts are seen as important aspects of children’s learning and
development through play.
Research method
Multilingualism in this research in relation to interactions and context is studied through the
experiences of ten multilingual children in a preschool context. The focus is on the
interactions between children through three lenses: individual, interactional and institutional
as the tools for analysis (Rogoff, 2003).
Selection and context
The fieldwork was carried out in eight preschools over a six-month period. The children and
the preschools were participants in Children’s Early Learning, a cross-sectional study of
preschool as a learning environment (Sheridan et al., 2009). Data was produced through video
recordings of ten children (1.7 - 2.11 years) whose first language was other than Swedish
(Bosnian, Bulgarian, English, Finnish, Fulah, German, Kurdish, Krio, Norwegian, Persian,
Tigrinya, Temne).
The preschools were located in five different socioeconomic areas. There was diversity in
children’s language backgrounds across the preschools. Six of the preschools had groups for
toddlers and two had mixed age groups for children aged one to five years. The preschool in
Sweden provides whole day care. Children participate in indoor- and outdoor activities in
large or small groups for such activities as play, singing and reading stories. The meals
(breakfast, lunch and snacks) are provided by the preschool. During meals, children and
teachers sit together, often in small groups. After lunch, children take a nap.

Data production and analysis
Video recording is a common method used in early childhood research to focus on children’s
actions and interaction (Heikkilä & Sahlström, 2003; Sheridan et al., 2009). There are benefits
and limitations to video recording as a method for producing data on young children’s
interactions. For example, it opens up possibilities to produce data close to children’s actual
communications and, in this way, includes young children in the research. Rich data can be
captured of communications but also video may leave out some aspects beyond the camera
view.
The data production was a total 47 hours of recordings of communicative situations in which
the children participated with their peers and with teachers. A data program, Transana
(retrieved 01-12-06) was used to process the video recordings visually and with written
transcriptions simultaneously. The intention was to maintain extensive details and capture the
wholeness of the situations in order to reduce neither the focus on children nor the focus on
the whole context. This is discussed with reference to Blum-Kulka’s (2004) argument on the
combinations of methodologies.
The analyses presented of interactions between children are based on approximately five
hours of video data with 56 sequences. The sequences are from one minute to thirty minutes
in length. The teachers are included only when the children were asking for help in any
situation. In the analyses, play situations refer to situations in which the children had an
opportunity to choose what they wanted to do and with whom they wanted to interact.
Mealtime is another situation which appears in the analyses.
Ethical and methodological considerations
Ethical considerations took account of the ethical guidelines of the Swedish Research Council
for the Humanities-Social sciences (Vetenskapsrådet, retrieved 07-10-08). Ethical standpoints
for using video information and obtaining parental approval are not enough in conducting
research on and with young children (Haudrup, 2004). For example, children’s
communicative signs of disapproval during the video process, as well as situations which
might be interpreted as rule violations need to be respected. Methodological reflections of the
empirical study considered the researcher as an observer producing representative data and
analysis of children’s actions. The researcher’s intention to stay in the background does not
eliminate the physical presence in the room.

Findings and discussion
Four result chapters are structured around the preschool activities in which interactions
between children occurred. The findings of these chapters are summarised below.
The variety of communicative actions and topics of communications in meetings of children
was evident in their. Only Swedish is used. The communications occur in the interactions in
activities within play situations. There is mutuality in the interactions according to individual
children’s level of communicative skills and the communicative skills of the group.
The use of both languages by children with the same first language depended on the nature of
the preschool activities. Mealtime was a site for practice in which Swedish was spoken while
code-switching was used in other play situations. The context, situation and individuals
involved had an impact on the language usage.
Within participation in interaction over time between peers with different languages, then
there needed to be flexibility in opportunities to communicate. Flexibility refers to the social
and verbal aspects of communication in being able to “change” topics and through the
variation of playmates.
Children with different first languages extended their collaborative play through scaffolding
by other children. The children maintained their play that at the same time offered them
opportunity to learn verbal and social skills. Engagement, perspective-taking and
collaboration characterised the communications. Continuous maintenance of play characters
within activities seems essential to extend the play. When children had experience of the play
themes and roles, the possibility of repeating each other’s actions was possible when there
was time and room for play, and toys and supportive teachers were available.
Multilingualism in preschools – initiative, relationship between children and
opportunity for interaction
The integrated focus of analysis - individual, interactional and institutional, on
communication creates knowledge about multilingual children’s communicative strategies,
collaboration and social practices in context. Swedish is used by the children as a common
language in the preschools. In that context, children seem to use the languages functionally
from a very early age. However, they can switch languages to use their first language with

people whom they know understand that language. They show this competence in
communication exchanges in social situations. In other words, as a resource for learning, the
first language demands that other children with knowledge of the same language is required.
Only one of the eight preschools included in the study met this demand.
The findings indicate that multilingualism in an institutional context such as the preschool
environment takes account of children using the Swedish language during participation in
activities. This way of learning a new language has similarities with immersion programs.
However, other children and teachers may only have knowledge of the common language.
Children’s knowledge of the social practices mediates relevant content of communications
and the ways to communicate. In other words, children both participate and create social
practices in preschool through their communications (Rogoff, 1990, 2003; Säljö, 2000;
Vygotsky, 1934/2007). This implies that children learning Swedish in preschool during the
early years are given possibilities to develop two first languages.
The findings indicate that multilingualism in children’s communication in preschool is a
coordination of three dimensions: a) children’s interest in the interaction and their initiative;
b) the relationships between children; and c) the possibilities (time and support) for
interaction. These dimensions are conditions for children’s participation in interactions,
through which possibilities for learning and development are created.
The main findings are discussed in terms of the communications between children with the
same and a different first language; the contextual influences; the known topics; the transition
between activities; the level of social and verbal skills; and the evidence for scaffolding and
collaboration in play.
In summary, mutuality and diversity can used to describe multilingualism in communication
between young children in preschool. The social and situated nature, from a methodological
standpoint, implies that multilingualism in preschool becomes invisible. Multilingualism not
only as an individual skill but also as a participatory process in interactions with others is
evident. Changing the perspective of multilingualism as an individual attribute to
multilingualism as a participatory process contributes to extended knowledge about the nature
of the communicative development of young children.

12. REFERENSER
Abrahamsson, N. (2009). Andraspråksinlärning. Lund: Studentlitteratur.
Abrahamsson, N., & Hyltenstam, K. (2004). Mognadsbegränsningar och den kritiska perioden
för andraspråksinlärning. I K. Hyltenstam & I. Lindberg (Red), Svenska som andraspråk
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