Issues related to Multilingualism and its importance to each individual and the whole society are the subject of today?s school debate. The mere fact that the aspects of Multilingualism are discussed actively not only in a school environment but even in the mass media and other communities proves that Multilingualism is an important and complex phenomenon in our lives.The subject that I have chosen to study into is about the importance of Multilingualism for minority individuals and the conditions for their Multilingualism. The aim of this research is to investigate the importance of Multilingualism for identity formation among several Russian-speaking young people who were born and raised in Estonia, as well as to try to understand the factors that were relevant to these young people's Multilingualism and their view on it. Six young people aged 16-19 were considered in this study.

The purpose of this paper is to examine how six students who attend a high school relate to their Multilingualism and emphasize how their Multilingualism has affected their views of themselves and their identity. The fundamental questions were:How do six students who attend a secondary school relate to their Multilingualism?How has students' Multilingualism affected their views of themselves and their identity?I did use a qualitative research method in terms of interviews to receive answers for my inquiries.Carla Jonsson (2010) speaks inter alia about ?the third space? which concerns adolescents creating a ?third room?. Almqvist (2006) believes that adolescents that are exposed to discrimination and prejudices can lead to them turning their backs on society in disappointment. Boyd (1985) has, in his thesis, found that multilingual students communicate with the majority language and with their mother tongue with their parents.

The purpose of this paper is to examine how six students who attend a high school relate to their Multilingualism and emphasize how their Multilingualism has affected their views of themselves and their identity. The fundamental questions were:How do six students who attend a secondary school relate to their Multilingualism?How has students' Multilingualism affected their views of themselves and their identity?I did use a qualitative research method in terms of interviews to receive answers for my inquiries.Carla Jonsson (2010) speaks inter alia about ?the third space? which concerns adolescents creating a ?third room?. Almqvist (2006) believes that adolescents that are exposed to discrimination and prejudices can lead to them turning their backs on society in disappointment. Boyd (1985) has, in his thesis, found that multilingual students communicate with the majority language and with their mother tongue with their parents.

The overall aim of this thesis is to contribute to the understanding of how the Common European Framework of Reference for Languages (CEFRL) presents discourse views and Multilingualism. This is of importance, due to the impact the European Council?s education collaboration has on the Swedish syllabus for languages. The research perspective of the thesis is to solely focus on discourse views and Multilingualism: comparing two analytic frameworks, by applying a qualitative text analysis. The first being based on two different models of discourse strategies and the latter based on two studies on how Multilingualism is treated in Scandinavian school situations.

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.

The following essay describes a study made in Sweden in the autumn of 2010 at Södertörn University. The main purpose with this study is to find out and describe how people´s own understanding of being multilingual has influenced them. The objective behind this is to create a wider understanding for the phenomena. Therefore, the phenomenological perspective is used to describe the subjective reflection of a phenomena, in this case Multilingualism. A qualitative method is being used for data gathering, implying conversational interviews with six multilingual people born in the 1970s and 1980s.The results show that the people interviewed mostly use their mother tongue in conversations with their parents and relatives today.

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.

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.

This is an ethnographically inspired study focusing on Multilingualism in a Swedish preschool setting. The purpose of the study was to find out how the children perceived their Multilingualism and how it was expressed by the children in the interaction with teachers and peers. The research questions were as follows: How is the Multilingualism expressed in the day to day interaction in preschool? What significance does the daily interaction with peers and educators have for the children?s perceptions of their Multilingualism? How do the children perceive their Multilingualism and the value in their multilingual abilities?  To answer these question methods inspired by ethnographical studies were used, namely participant observation and semi-structured interviews with the children.   Theory was used from two areas; childhood sociology as theorized by Corsaro with the ideas of peer cultures and interpretive reproduction, and the sociology of language with the theory of collaborative empowerment as introduced and developed by Cummins. The children in the study were seen as social actors who are important here and now and who contribute to the development of society.   The study showed that the multiple languages were visible in the preschool, but that the Swedish language was upheld as the norm and the language of communication; no children were recorded playing in their ?home language? during interaction with other children.

The purpose of this study is to compare the conditions for teaching and learning Sami at primary level in three different types of schools. The study focuses on teachers' views on Multilingualism and characteristics of good mother tongue education as well as factors inside and outside school affecting teaching. The classroom environment is also discussed. Six qualitative interviews with practicing teachers in the three school forms were carried out: Sami school, integrated teaching and mother-tongue education. The results showed that the teachers are in favour of Multilingualism and feel a responsibility to help more children develop their ability to speak Sami.

The purpose of this study is to compare the conditions for teaching and learning Sami at primary level in three different types of schools. The study focuses on teachers' views on Multilingualism and characteristics of good mother tongue education as well as factors inside and outside school affecting teaching. The classroom environment is also discussed. Six qualitative interviews with practicing teachers in the three school forms were carried out: Sami school, integrated teaching and mother-tongue education. The results showed that the teachers are in favour of Multilingualism and feel a responsibility to help more children develop their ability to speak Sami.

In previous studies there has been indications that Multilingualism has a delaying effect of the onset of dementia and damage on cognitive abilities (Bialystok et al., 2007; De Bot & Makoni, 2005, s. 58). Cognitive abilities refers to memory, attention, language, abstract thinking and understandings among other things (Läkemedelsverket). Other studies have seen that individuals with Alzheimer's disease (Swedish abbreviation AS from here on) have difficulties with managing a conversation (Hyltenstam & Stroud 1989). This study aims to describe the topic treatment in bilingual individuals with AS and compare their different languages.

In today?s´ multicultural society increasing numbers of school librarians are faced with a relatively new target group of pupils. This group is linguistically less homogenous than previously and this requires modern adaptations of pedagogic methods.Information literacy and reading promotion are two important topics that school librarians work with. Information literacy is essential for problem based tuition and to increase it requires a well developed language. This study is focusing of the school librarians work with reading promotions.

The purpose of the essay was to investigate the way four different educators, at a pre-school with a bilingual profile, work towards strengthening the children?s bilingualism as well as their identity. The research questions concern which guidelines are being used, the educators perceptions concerning children?s bi- and Multilingualism and in what way they believe that their pre-school distinguishes itself from others.Qualitative individual interviews and observations were conducted and the empirical data was analyzed using a theoretical framework, constructed of theories concerning language development, ethnicity and identity.The result presented in the study shows that the pre-school not only follows the national curriculum but also their own guideline. The guideline states that there should be both Spanish- and Swedish speaking personnel and that they are ?responsible? for the education in their own language.

Swedish preschools have a variety of children of different ethnic origins. The intention of this thesis is twofold; firstly to deeply examine how preschool teachers work with languages and secondly how to integrate the Swedish language with other native languages in practice. Hence, the aim is to get a deeper understanding and knowledge about how to integrate multilingual children that have other languages than Swedish as their mother tongue. The data collection for this dissertation is based on observations and interviews with three preschool teachers and child minders. The theoretical background is taken from literature which describes the social cultural perspective.