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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
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