This article summarizes the work and the main
findings of an action research project that was conducted in
an early childhood education and care setting in the city of
Malmo¨, Sweden in the autumn of 2013 and spring 2014.
Ro¨nnerman’s model (Aktionsforskning i praktiken: fo¨r￾skola och skola pa˚ vetenskaplig grund [Action research in
practice: preschools and schools on scientific basis]. Stu￾dentlitteratur, Lund, 2012) for action research was applied,
and the article responds to the research question What
happens when parents are involved in constructing a mul￾tilingual environment through the use of digital tools in the
daily activities in preschool? The analysis was performed
collectively by a researcher from the Swedish Research
Schools for Preschool Teachers; a teacher with graduate
diploma in special needs education, specialized in chil￾dren’s language development and the staff from the par￾ticipating preschool. The children were aged from 1 to
3 years and had different first languages. By following,
documenting, and analyzing the children’s encounters with
digital tools that recorded parents’ verbal monologues,
three main themes were identified: Moving from a ques￾tion–answer pedagogy to new ways of interaction, chil￾dren’s awareness of the different languages in preschool,
parents’ and teachers’ feeling of togetherness.

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• Multilingual Affordances in a Swedish Preschool: An Action Research Project

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