In order to achieve the purpose of this study, which was to examine a group of preschool teachers opinions of reading aloud, the study is based on interviews. I wanted to examine whether reading aloud to multilingual children is useful when the purpose is to further the language development. I also wanted to examine if reading aloud in Swedish to multilingual children could count as an activity who includes all the children or if it’s exclusionary because of the differences in how well the children has developed the Swedish language.

The result of the study showed that reading aloud was used in order to develope the Swedish language aswell as the childrens mother tongue. It also showed that the traditional way to read aloud was given less space because of the lack of interest among the children. Therefor the teachers had developed alternative methods to integrate reading aloud, which includes using physical material and technology. The result also showed the benefits of multilingual teachers, especially when it comes to create inclusive environments in order to avoid exclusion.