BACKGROUND: The increasing number of migrant children attending Swedish preschool highlights the necessity to effectively meet the needs of all students. This paper outlines the findings of Second Language Learners (SLL) children related to engagement, interaction, and collaboration between teachers and parents. Bioecological system theory was applied as a mean to understand how those aspects interact. 

AIM: The aim of this thesis is to investigate whether there are differences between children's average engagement in classes with a low and high proportion of SLL (unit level). Another aim is to investigate differences in engagement and in the interaction between children that are SLL and children that are not (child level). Finally, this thesis provides an insight into teacher’s perceptions regarding collaboration with parents when groups of children with and without SLL support are compared. 

METHODS: A quantitative method was established based on existing data from the Early Detection Early Intervention Project [TUTI]. Using a cross-sectional design, this study draws upon data from Swedish preschools that teachers respond to instruments, CEQ and Interaction Questionnaire, as well as Questions informing Characteristics and Questions about Collaboration with Parents.

RESULTS: The results showed that there are no differences in engagement when groups are compared at unit level, however, at the child level, children who have SLL support on average had lower engagement than children without a need for SLL support. Regarding to interactions, the four types analyzed showed significant differences when the two groups were compared, the SLL children demonstrated less interaction. Furthermore, the results showed low parent collaboration with preschool for parents of SLL when compared to non-SLL.

LIMITATION: lacks of data from other perspectives, in addition to the teachers' perspectives, are missing from this study.

DISCUSSION/CONCLUSION: Children´s particular characteristic, and educational environmental aspects are discussed. More efforts are need in order to provide to all children adequately of opportunities, equality of wellbeing and acceptance.