The aim of this paper is to examine why Swedish teachers and Multilingual secondary   school pupils think it is important to read fiction, how Swedish teachers work with fiction in the multicultural classroom and how they motivate their Multilingual pupils to read more by adapting fiction to their capabilities and experiences. We have done interviews with four Swedish teachers and 12 Multilingual pupils. The following questions are the starting point of this essay:Why do Swedish teachers and Multilingual pupils think that it is important to read fiction?  ?How can the Swedish teachers in the multicultural classroom motivate their Multilingual pupils to read more fiction?The result of this paper showed that both the Swedish teachers and the Multilingual pupils thought it was important to read fiction because it partly gives themselves the opportunity to acquaint with other cultures and it helps them to improve their language. The teachers motivate their Multilingual pupils by reading out loud, reading in groups and by minimizing language difficulties that may occur in the fiction.

The purpose of this dissertation has been to get a deeper understanding of how, when and why the English teachers of year 6-9 at a particular Multilingual school use Swedish when they teach English in a Multilingual classroom. Data were collected through notes taken during observations of two teachers during one lesson each. After observing the teachers I conducted one interview with them each. Swedish was used mostly when grammar was explained and when work was done with vocabulary. If Swedish dominated during a lesson or not, depended on what was being done during the lesson. The main reason given why the teachers used Swedish in teaching English was that they were not trained to teach English in a Multilingual classroom where Swedish is not the first language of all the pupils. The teachers felt it was difficult to speak English during a whole lesson when they were teaching a group of pupils who had a low level of English..

This study examines working teachers? thoughts and views regarding Multilingual children in assembly situations. The purpose of the study was to increase my knowledge and understanding surrounding the educators? approach when it comes to integrating Multilingual children in common activities. By using semi-structured, qualitative interviews with six working educators in three different pre-schools, I examined their thoughts and approaches to working with Multilingual children in assembly situations.

My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on Multilingualism. I also wanted to get answers on how pedagogues in the preeschool may promote Multilingual children´s language development, the factors that promote Multilingual children´s language development and the role parents have in the language development of Multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of pedagogues around Multilingualism. My result based on theoretichal background and the study is that pedagogues should let the children´s all languages esemble together. A factor influencing the Multilingual children´s language development is ambient attitudes to Multilingualism.

The purpose of this study is to investigate what five primary teachers in five different schools with many second language students have for an idea about inclusion, language development, practices and environment of the Multilingual classrooms. In my study I discusses teachers 'views on the Multilingual classroom, inclusion, development of language in a language developing classroom environment and the importance of language skills has for Multilingual pupils' language development and learning of the Swedish language. The method used was unstructured interviews using a digital recording device. The results showed that for these five teachers, meeting second language learners was in there everyday teaching, while it is a challenge to motivate and support them on their level. The teachers work diligently to find a balance and a working classroom environment for the Multilingual classroom where all students, regardless of conditions, background, experience, knowledge and language could be offered an equal opportunity to education. .

My purpose with this paper related to my questions was to find out how professionals preeschool teachers working on Multilingualism. I also wanted to get answers on how pedagogues in the preeschool may promote Multilingual children´s language development, the factors that promote Multilingual children´s language development and the role parents have in the language development of Multilingual children. I chose to do my study in the form of interviews with professional preeschool teachers and interviewees described including the need for more knowledge of pedagogues around Multilingualism. My result based on theoretichal background and the study is that pedagogues should let the children´s all languages esemble together. A factor influencing the Multilingual children´s language development is ambient attitudes to Multilingualism.

A prerequisite of an international exchange of information is Multilingual tools for information retrieval, such as the Multilingual thesaurus. There is an ongoing discussion about the construction of, and the guidelines for, Multilingual thesauri. In recent years the praxis as defined in ISO 5964 Guidelines for the establishment and development of Multilingual thesauri 1985 has been the topic of a scientific discussion. It has been about how equivalence across languages is to be established when it comes to concepts, terms and relational structures. This masters thesis treats the praxis and practice of Multilingual thesaurus construction.

The purpose of this study is to see how preschool teachers can support Multilingual children and promote their development in their first languages. It was chosen to look at a specific municipality to see how the preschool teachers there work with Multilingual children. By using the method of structured interviews, it was learnt that they do, in fact, work actively with Multilingual children. The preschool teachers interviewed received the same questions in order to make the answers as comparable and measurable as possible. The results seem to indicate that more resources are needed to fulfil the needs of children with another first language than Swedish.

This is a thesis on the Intranet use in the European Parliament. We investigated the use from a Multilingual point of view, but also from a communication perspective. What we wanted to know was how a Multilingual group, with presumably different computer skills, in the organisation handle the Intranet information. What are the positive and negative effects of a Multilingual information exchange over an Intranet? To find out, we sent a questionnaire as an e-mail attachment to all members of a chosen committee and their assistants.

The purpose of our study is to interpret and understand the experiences that parents to Multilingual children have towards Multilingualism in pre-school. We are also interested in finding out what these parents think about their children?s development in Multilingualism both in pre-school and at home. Our study is based on qualitative interviews. We interviewed nine families that have Multilingual children in pre-school.  The data we collected from our interviews has been analyzed using socio-cultural and inter-cultural theories along with previous research. The result of our study showed that parents to Multilingual children have both positive and negative opinions about the Multilingual concept. Most of our informants had positive opinions about Multilingualism in general.

This thesis is based on a qualitative study on four different preschools in Sweden of which two are monolingual and two are Multilingual. The purpose has been to study and compare literacy practices initiated by preschool teachers in mono- and Multilingual preschools to examine how the preschool teachers themselves discuss on this topic.The theoretical framework of the study draws upon a socio-cultural theory based on literacy with an emergent literacy perspective in focus. The empirical material has been collected through observations and interviews. We are two authors on this study and the result is distributed in two case studies which are divided on the mono ? and Multilingual preschools.

This research shows and analyses how pupils in ninth grade in the nine-year compulsory school look at being Multilingual, at the Swedish language and at Swedish as a second language. I also want to know if language and culture knowledge are taken care of in school as it says in official documents for the Swedish school and as it also is desired in an intercultural education. For my research I do eight interviews in a suburb school south of Stockholm.My work includes a limited account for the current research about being Multilingual, Swedish as a second language and about the close relationship between language and culture. The applied theory is a social constructivist theory which in short can be explained like that we construct social structures that have consequences on the individual as well as on the society.I show in my research how the view of the world around the pupils influences their view on their languages, their school and their neighbourhood. I also draw conclusions from my interviews that language knowledge is little appreciated in school and that Swedish as a second language has a low status..

The aim of this paper is to investigate the problems in Multilingual thesauri, with a focus on the problem of conceptual equivalence between different languages. This study compares the problems and solutions that have been carried out in the Eurovoc Multilingual thesaurus with the ISO 5964 ISO 5964 is a guideline for establishment and development of Multilingual thesauri. The Swedish descriptors in the subject area "education and communication", from Eurovoc have been observed and compared with the guidelines recommendations. The results show that, the majority of the investigated Swedish descriptors do not present any problem. Most of the terms that are used as descriptors are found in dictionaries and glossaries or appear with high frequency in Swedish websites.

The aim of this study is to examine the interaction between a group of Multilingual, twelve-year-old children, and three libraries. The children live in a suburb of a larger city. The three libraries are their school-library, the library in their suburb and the main library in the city. We have examined if and how the children use the libraries, what the libraries mean to them in their daily life and what their possibilities are when it comes to participate in and influence activities and collections at the libraries. We have pursued qualitative interviews with sixteen children in grade six and three librarians, working with Multilingual children at the three libraries.

The purpose of this essay is to examine how out-pedagogy, drama and art can be used as means of promoting language development of bi-and multi-language learners, and to show what benefits these three methods offer to children of year three of an elementary school in Stockholm City. This is a small survey of work-style and the results are based on observations and interviews with five teachers which included three class teachers, one resource teacher and one other language teacher and it was carried out two full days of observations in both classroom and outdoor environment. In this work, I note how out-pedagogy, drama and art can help bi- and Multilingual children develop language. My study shows, in accordance with the respondents interviewed, as well as research in general that out-pedagogy, drama and art is language development practices. They argue that out-pedagogy and the aesthetic elements promote language development of bi- and Multilingual children in different ways and complements the traditional approach.