Förskolan som lärande organisation frånrektorers perspektiv på samt uppfattningar omspråk & flerspråkighetsutvecklande arbetssätt.

Sammanfattning: The study is based on the pre-schools principal's descriptions of their work with language andthe multilingualism's developing working methods in learning organizations to promotemultilingualism and the language development of and for children in preschool. Socialconstructionism and Theoretical perspective on learning organizations are the theories inwhich 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 toinvestigate and make visible how principals describe the possible multilingualism ofpreschool activities and language-stimulating teaching strategies. Based on the purpose, twoissues were formed; “How do principals in preschool activities describe the supportiveworking methods of multilingualism based on management level? What possible initiativesand dilemmas can be found when working with multilingualism and language developmentteaching for preschool children from a perspective on learning organizations according to theprincipals' description?”.The result led to the following conclusion: That the representatives have a great ability andknowledge regarding language development methods in preschool. It was also made clear inthe study that the representatives work towards long-term goals with different strategies andmethods as pedagogical leaders. Increased competence and constant development are seen asan asset by the representatives, however, the results showed that the representatives haddifferent views on how educators should acquire increased competence in language as well asmultilingual development methods or methods. Another dilemma that stands out in the resultwas 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 havethe opportunity to influence, which may have a direct or indirect impact on the activity oractivities for which the representatives are the principal, which will then have a direct orindirect impact on the children and guardians who have their children enrolled in theseactivities.