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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.
Page 1 and 2: FLERSPRÅKIGHET I FÖRSKOLAN BARN S
Page 3 and 4: Dataproduktionen i studien ........
Page 5 and 6: 11. SUMMARY Background There are in
Page 7 and 8: meaning-making and engagement betwe
Page 9 and 10: A third theme in the study of langu
Page 11: Data production and analysis Video
Page 15 and 16: Blum-Kulka, S. (2005). Modes of mea
Page 17 and 18: Halldén, G. (2003). Barnperspektiv
Page 19 and 20: Milroy, L., & Muysken, P. (Red.). (
Page 21 and 22: Siraj-Blatchford, I., Sylva, K., Mu

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