It is common today that many children in Sweden  grow up in families that speak two or several languages. Language and identity building is connected to each other. So is also Languages and learning (Becknert m. fl. 2008:13). Preschool is a place where several Languages meet and function together. The early languages development is important for children and preschool is a place that should promote language development for all children regardless of which mother tongue they speak. To work as an educationalist in a preschool means that one needs to know about the development of children’s different languages to be able to support all the children in their development. How educationalists relate to multi-lingualism is very important because when educationalists are legitimating the child´s native-language in preschool it´s a way of promoting the child´s languages development and identity building (Becknert, m.fl 2008:9). The purpose of this examination is to investigate which possibilities and limitations educationalists is experience concerning native-language support in preschools. This is a qualitative study and I have interviewed six working educationalists to find out what they experience in their work with native-language support in preschools. The theoretical starting point and previous research concerning this study, which I am using to analyze and discus the informants response, is about native-language support (mother-tongue), languages and identity, languages as a tool for learning, intercultural communication and socio-culture perspective.

New facts that have come to light in this study are that educationalists relate positively to that all children have the right to develop their native-language. The interviewees responses varie. Some vonsider that  it´s the preschool´s matter to develop the children´s native-language, other think that’s a matter for the home. Many of the interviewees found it difficult to cooperate with ambulating native-support language teachers who come to the preschool on an hourly basis on or two times a week. Do to the presure to reach to the next school the native-language support teachers lack time and that contributes to a lack of communication. Most of the informants consider that the most successful way to work with children´s native-language support should be on a daily basis. It was brought to light that lack of native-language  competence the childrens language development. This study is directed to working educationalists and principals of preschools. It can serve as the basis of  discussion to illuminate the possibilities and limitations educationalists experience concerning native-language support in preschool.