The purpose of the study is to investigate into professional knowledge of the bilingual teachers, compared to monolingual, and what benefits they give to pre-school. Qualitative method was used to get an understanding of informant´s perspective on bilingual teachers. The informants believe that bilingual teachers are able to understand all the children. A bilingual teacher can make the children feel secure. If one has a positive attitude toward bilingualism, the Bilingual children also show a positive attitude that in turn contributes to learning and development of the language..

Today?s Sweden becomes more and more multicultural, with a mixture of many different languages. Many children are raised to learn two or more parent languages. If you work as an educationalist in preschool you will probably come in contact with these children. The question is how you should treat them and ease their development of languages.The purpose with this work is to find answers to the question if Bilingual children develop their languages by the same method as monolingual and how one as an educationalist can make these children?s development of language easier.The papers preface is a part of literature that describes different researchers view on the Bilingual children?s development of language and how one, as an educationalist, can ease it.To my study I have chosen to interview three educationalists in preschool who all work with Bilingual children.

The purpose of the study is to investigate into professional knowledge of the bilingual teachers, compared to monolingual, and what benefits they give to pre-school. Qualitative method was used to get an understanding of informant´s perspective on bilingual teachers. The informants believe that bilingual teachers are able to understand all the children. A bilingual teacher can make the children feel secure. If one has a positive attitude toward bilingualism, the Bilingual children also show a positive attitude that in turn contributes to learning and development of the language..

This is a qualitative study that explores how Bilingual children develop their language through play. The study is based on observations and interviews conducted in a preschool located in a multicultural area of Stockholm.The purpose of using two qualitative methods; observations and interviews, was to get a bigger picture of the study area. The results of the study, illustrated through observations and interviews that I have conducted, shows that the game has great role for Bilingual children's language development. Furthermore, the results show that the informants are aware of the importance of play for Bilingual children's language development especially when they are talking about investing in the promotion of children's language by using different methods and materials in their pre activity for various games and activities.One of my conclusions is that Bilingual children learn the language during both free play and structured play especially when educators are present and aware of the activities that they perform. It is also important to see children as individuals to cover all the needs of children at different activities.

The study is based on Lev Vygotskijs and John Dewey's learning theory. Such is ?the zone for immediate development? and ?learning by doing?.Purpose: The study's purpose was to examine how four teachers´ work with Bilingual children's language development in a preschool and in a preschool class. These questions will be answered in my study: 1). which view of bilingualism have been the educators? 2).

Introduction: In this investigation I have illustrated, teacher treatment in a mono-cultural pre-school class and in a multicultural pre-school.Purpose: The purpose of the study was to illustrate how educators go about it when they face Bilingual children to see how they work in a comparative perspective. The purpose was answered, based on four questions relating to how teachers relate to the meeting with Bilingual children, the approach teachers use, which operation mode the use, if the take advantage of children's traditions, and if there is any different in the teachers? treatment of Bilingual children in the mono-cultural pre-school class and in the multicultural pre-school.Theories: The theory is linked to the concepts like operation mode, inter-cultural approaches and communications.Methodology: The used methods are qualitative interviews with four pre-school, teachers where an interview guide with formulated questions and observations were used. The purpose of the working methods was to highlight teacher treatment of Bilingual children to discover different approaches to meet the Bilingual children.Conclusion: The study has shown that the multicultural pre-school working inter-culturally, they are taking advantage of children's home language that is lifted in the nursery and the children's background, while in the mono-cultural pre-school class, they meet Bilingual children foremost to develop the Swedish language and they also show interest to the children's traditions. Teachers? treatment leads to a growing confidence in the children and knowledge for the cultural background..

Bilingualism and multilingualism have always existed in Sweden. Preschool teachers must provide a stimulating pedagogical environment adapted to Bilingual children.The purpose of this examination is to study the perspective of the preschool teachers and their knowledge regarding bilingual and multilingual children. Their knowledge will be examined related to their language experiences. I hope to find similarities and dissimilarities in the preschool teachers? opinions concerning teaching and learning what they actually do when they are teaching.My study is based on qualitative method, based on interviews and repeated observations.

The aim of this study was to examine Bilingual childrenslexical organization and to investigate weather Bilingual children hadundergone the syntagmatic-paradigmatic shift in grade four. Thirtychildren from multi-ethnic areas were tested with Kent-Rosanoff wordassociation test in both Swedish and Arabic. The results showed thatmore than 40% of the children had undergone the shift in bothlanguages, 20 % had undergone the shift in only one of theirlanguages and almost 40% had not made the shift in any language. Acomparison with results from monolingual Swedish children in gradethree in a previous thesis, showed that the Bilingual children in thisstudy did not reach the corresponding level of lexical organization.The study points to the necessity of including tests regarding lexicalorganization when assessing both mono- and Bilingual children withsuspected language impairment. The study also underscores theimportance of supporting mother tongue development in bilingualchildren by for instance adequate mother tongue education.

This thesis focuses on Chinese?Swedish code-switching of Bilingual children in Sweden. The purpose is to, through a case study, study what Chinese?Swedish code-switching looks like in daily conversations between Bilingual children and their parents. Three main questions are formulated from the purpose of the thesis, foucusing on the types and frequencies of code-switching, the grammar of code-switching, and the motivation of code-switching.The linguistic material comes from voice recordings of naturally occurring conversations between three children and their parents, which are transcribed afterwards.

This study aims to find out what students think about bilingualism as well as whether there are advantages and disadvantages of it, based on the children's perspective. All children in this class are bilingual, is thus a mother tongue other than Swedish. All were born in Sweden but has parents who are originally from / born in other countries in addition to having mom who was born in Sweden but originally from another country. In my study I have chosen to use qualitative methods in which I used semi-structured interviews and non participant observations. In the study, I have come to interview the children think that being bilingual is good, they mean that there are some drawbacks to this except that it can sometimes be a bit hard when someone does not understand.

The purpose of the study was to look into bilingual parents?perspectives on their own and their children?s communication andcommunication disabilities. Furthermore the study aimed to examine theseparents? needs regarding education in augmentative and alternativecommunication (AAC) and whether ComYoung communication course hadmet the needs. ComYoung address parents of school-aged children withextensive communicative disabilities and intend to give them increasedknowledge in communication and AAC.

This Masters thesis concerns how library and preschool can cooperate in supporting childrens language development and especially that of Bilingual children. We have investigated how librarians and preschool teachers different competences can complement each other to gain the best result in work with childrens language development. This study is based on qualitative interviews with four librarians and three preschool teachers. The answers from them have been analysed according to different categories. Our results show that both librarians and preschool teachers think that Bilingual children need extra support and that it takes longer to learn two languages.

Thanks to preschool Bamse and the entire literature I have related to in my degree work I have both got an explanation for my question at issue, and a clearer insight for my main question "The treating of Bilingual children after acclimatization". I have within the investigation chosen to study on the basis of the educationalists perspective on bilingual way of working. My question at issue on this investigation has been to see how a regular day of language development looks and how the group of children developed the Swedish language.The purpose with my degree work was to be able to get an insight in the educationalists way of working and methods and also to see how the educationalists treats bilingually individuals after the acclimatization. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.Down here I will sum up the investigation in poles and describe the aspect the informants have pointed out under the interviews.Bilingually children?s develop the Swedish language with the educationalists by:Converse and communicate with the childName word and objectsUsing the body language at conversationsBuilding security in the group of childrenIntegrate the playing to a language development in the regular dayConfirm the child?s meaning at different connectionsCreate a god relation with the individualTake part of the mother tongue in the program to name single wordsGiving the individual the opportunity to express their thoughts freelyPlace the child at the center of attention among the group of childrenTake part of the parents experience with the mother tongueGiving space to create own imagination with the playing for the individualHave the language as an approachEven the theories mediate that the educationalists shall promote the work with Bilingual children so that they control the purpose and see the meaning of activity.

The purpose of this study was to see how the teacher works with children´s language and what working methods they use to develop language, as well as knowledge, among the children in a multilingual school.The main questions for the essay:? What reasons the interviewed teachers about language development?? What approach do the interviewed teachers describe that they use in their multi-lingual children?s group?In order to collect empirical data to my study I chose to use a qualitative method, which consisted of interviews with four teachers in a multilingual class. The study is based on a socio-cultural perspective where social interaction, blocking, communication and language use is the main tool for children's learning and development.The results of my study revealed that teachers realize that when they involve teamwork in class it enhances the activity among the children. In particular when the Bilingual children use the language actively in different contexts where they communicate and discuss with each other in the teaching subject. When the children use language in different contexts it also enables them to develop linguistically and in terms of knowledge.

The purpose of my study is to examine how four teachers in a pre school believe they relates to and reasons about bilingualism. To be able to realize thisstudy, i proposed three issue following:How do the teachers in kindergarten relate to bilingualism?How do teachers in preschool reason around the work of Bilingual children?What do teachers think about the educational environment in relation to language development?.