The aim of this study is to identify and visualize what multilingual children in Swedish preschools are offered in terms of education in their first language/mother tongue. The analysis focuses on control documents, such as the education act and the curriculum for the preschool, and how they could be interpreted.

If there are differences and equality problems as a result of the system of school governance, the visualization can lead to politicians and decision-makers making more informed decisions that take into account the consequences of the wording of the documents for the benefit of (multilingual) children - if the goal is equity.

In the long run, the study may lead to new knowledge about the importance of word choice in control documents. The study's theoretical framework consists of a sociolinguistic perspective on the importance of language and mother tongue for the individual in society as well as on texts in governing documents. The method is text analysis of the education act and other control documents as well as reports published by Swedish school authorities/agencies, supplemented by official statistics regarding what is actually offered.