Hur arbetar man med tvåspråkiga barns språkutveckling i en mångkulturell skola?
BilingualismLanguage development and Intercultural approachTvåspråkighetSpråkutveckling och Interkulturellt förhållningssätt
This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It?s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children.The result of the investigation was that enough consideration wasn?t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don?t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children?s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn?t any cooperation between the class teachers and the mother tongue teachers at the moment.