Förskolan som lärande organisation från rektorers perspektiv på samt uppfattningar om språk & flerspråkighetsutvecklande arbetssätt.
Sammanfattning: The study is based on the pre-schools principal's descriptions of their work with language and the multilingualism's developing working methods in learning organizations to promote multilingualism and the language development of and for children in preschool. Social constructionism and Theoretical perspective on learning organizations are the theories in which the study is based, empirical data were collected via four semi-structured interviews. To analyse the empirics, a thematic analysis method was used. The purpose of the study is to investigate and make visible how principals describe the possible multilingualism of preschool activities and language-stimulating teaching strategies. Based on the purpose, two issues were formed; “How do principals in preschool activities describe the supportive working methods of multilingualism based on management level? What possible initiatives and dilemmas can be found when working with multilingualism and language development teaching for preschool children from a perspective on learning organizations according to the principals' description?”. The result led to the following conclusion: That the representatives have a great ability and knowledge regarding language development methods in preschool. It was also made clear in the study that the representatives work towards long-term goals with different strategies and methods as pedagogical leaders. Increased competence and constant development are seen as an asset by the representatives, however, the results showed that the representatives had different views on how educators should acquire increased competence in language as well as multilingual development methods or methods. Another dilemma that stands out in the result was that the representatives do not have the opportunity to make all decisions on their own, but in some situations the administration makes decisions that the representatives do not have the opportunity to influence, which may have a direct or indirect impact on the activity or activities for which the representatives are the principal, which will then have a direct or indirect impact on the children and guardians who have their children enrolled in these activities.
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