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Flerspråkighet i förskolan: Med fokus på förskollärares och modersmålspedagogers samarbete och samspel i förskolan
Linnaeus University, Faculty of Social Sciences, Department of Education.
Linnaeus University, Faculty of Social Sciences, Department of Education.
2015 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Detta arbete ska ge oss en insyn i hur samarbete och samspel mellan förskollärare och modersmålspedagoger sker i förskolan.

Abstract [en]

The purpose of the study is to examine pedagogue’s awareness of environment, interactions and working methods in the work of multilingual children. The study can give us knowledge about the work that is in the process of multilingual children. The study may also give us an idea of how cooperation takes place between preschool teachers and the native language teachers in the work of multilingual children. The study has given us a deeper knowledge of the interaction between native language educators, children and preschool teachers. The importance of the preschool teacher´s skills and awareness for the children´s language development and the cooperation between preschool teachers, native language teachers and children are also important to this study. Therefore it is important to see how the interaction contributes to multilingual children´s development in preschool. In this study we have also received native language teachers and preschool teacher´s perspective why the native language is important for bilingual children. The research method we chose for our study was the qualitative method. The qualitative method indicated how researchers can obtain the raw data. Four preschool teachers and three native language educators were interviewed (Denscombe, 2009). The result revealed that the cooperation between pedagogues, pedagogues working methods and its conditions played a role in how the two parties were working along with multilingual children. The result also presented that preschool teachers and native language teachers both strive to have a good cooperation with each other. In our study, we assumed Vygotsky's sociocultural theory which involves educators should use communication and collaboration to help bilingual children develop their language.

Place, publisher, year, edition, pages
2015. , 44 p.
Keyword [en]
Multilingual children, bilingualism, native language educators, preeschool teachers, sociocyltural theory
National Category
Pedagogy Pedagogical Work Learning
URN: urn:nbn:se:lnu:diva-39596OAI: diva2:784834
Subject / course
Educational program
Lärarprogrammet, inriktning mot verksamhet i förskola/förskoleklass
2015-01-23, Växjö, 16:14 (Swedish)
Available from: 2015-02-03 Created: 2015-01-30 Last updated: 2015-02-03Bibliographically approved

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PedagogyPedagogical WorkLearning

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