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Denna litteraturstudie syftar till att undersöka vilka strategier nyanlända elever har enligt aktuelloch relevant forskning, för att ta till sig det svenska språket. Studien undersöker även hursvenskundervisningen utformas av lärare för att inkludera nyanlända elever. Studien utgår frånvilka språkliga strategier nyanlända elever använder sig av för att ta till sig det svenska språketsamt vilka språkliga strategier lärare kan använda sig av för inkludering av nyanlända elever isvenskundervisningen.Nyanlända elevers språkstrategier identifieras framför allt genom hur de uppmanar ochinteragerar med varandra verbalt, med kroppsspråk, påhittat språk, blandspråk, rösten medmera. Eleverna skapar på det viset förståelse för de regler och normer som finns i deras närhet.Elevernas läs- och skrivutveckling utvecklas framför allt då de har möjlighet att använda sittmodersmål i skolan. Enligt forskning bör lärare fokusera på att skapa lektioner utifrån elevernasbehov och strukturerad undervisning, där tid avsätts till att bedöma elevernas tidigareerfarenheter och kunskaper. Vid val av berättelser bör dessa vara sådana eleverna finnerintressanta och motiverar dem till läsning. Text och bild i böckerna/berättelserna bör habetydelse av multimodalitet som stimulerar elevernas kreativitet. Texten, textens struktur ochbilderna bör inför läsförståelse gås igenom, detta hjälper eleverna att utveckla sitt språk ochmultimodala former av språkligt uttryck. Flerspråkigt skrivande ger alla elever möjligheter attutveckla sina skrivfärdigheter med hjälp av sina språkliga resurser. Då elever har möjligheteratt använda sina tidigare erfarenheter och förkunskaper skapas inkludering och lärandemöjliggörs.

This paper discusses the translation of hedges and boosters from English to Swedish in an academic textbook. In a statement, hedges express uncertainty and carefulness, while boosters are used to express certainty and confidence. The primary source in this paper is an academic textbook on English literature, which was translated by the author of this paper to analyse how hedges and boosters and their expressions are translated. The different categories of hedges and boosters discussed in the analysis are: verbs, both auxiliary and lexical, adverbs, adjectives, nouns, phrases, and prepositions. The study is carried out using linguistic studies, translation studies, corpora, and dictionaries.  Hedges and boosters are frequent features in the source text, hedges being slightly more frequent than boosters. The most commonly used hedges are the auxiliary verbs might and would, and the adjective some. The most frequent boosters are the auxiliary verbs will and must, and the adjective very. Most of the hedges and boosters are translated with literal translation, but transposition and omission occur as well. Even though most hedges and boosters are translated, the analysis shows that no word or phrase exists purely as a booster or hedge, as they depend on the text’s context.

The advancement of computer-mediated language towards the rapidity and nature of spoken language raises the question whether electronic communication is written or oral discourse. This essay focuses on how electronic discourse is manifested in two major communication modes on the Internet - asynchronous and synchronous typing - and how it relates to traditional notions of written and oral discourse. To substantiate the discussion, examples from authentic electronic communication are included and the viewpoint in the study of them is essentially sociolinguistic. The study also renders an introduction to new terminology that has emerged over the years of linguistic interaction on the Internet and throws some light on how the electronic era relates to other periods of human communication. The conclusion of the study is that electronic discourse is neither writing nor speech, but rather written speech or spoken writing, or something unique in the history of human discourse. Even if you do learn to speak correct English, whom are you going to speak it to? (Clarence Darrow)

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Although the popular conception of fantasy has nothing to do with race, in fact, the genre frequently exhibits underlying concerns with racial dynamics. Conversely, science fiction, due to its speculative perspective on the universe and the potential existence of alien species is, by nature, more inherently preoccupied with the concept of race. However, fantasy, science fiction, and race are all discursive formations, shaped by social and cultural forces dependent on time and place. Educators must therefore address the political, economic, and ideological aspects of race that have resulted in societies maintaining essentialist perspectives of race. The Hobbit and Star Maker both perpetuate essentialist notions of race, but they simultaneously provide distance, which makes the process of addressing the issue of race easier in the classroom. Thus, this essay explores how a critical reading of these novels can help students acquire knowledge of how race is a social construct which is discursively generated and used to legitimize the subjection of people based on perceived racial differences.

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<p>Slutgiltigt godkännandedatum: 2022-06-05</p>