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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