The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn’t mean that teachers make of this relationship means in their teachings. Lack of knowledge about students' cultural background means that teachers can´t integrate it into their teaching. Another result is that the school has no clear goals, students are not faced with high expectations and the school will not be on the student's own experiences. Pupils' prior knowledge is mapped and not the pupil's needs are met. The key aspects that emerge are that teachers should have knowledge of their students' cultural backgrounds in other words, become inter-culturally competent, the school must have clear goals and guidelines and will offer training that is tailored based on student needs and abilities, and student prior knowledge must be identified on the student school language. For individual support and education to plan and to primarily utilize the student's skills and strengths and not focus on the student's potential lack of ability.

This thesis is a case studie of a newly arrived student placed in a regular class in a P-9 school in a suburb south of Stockholm. The purpose of this study is to investigate how the class teacher for the regular class and the Swedish as a second language teacher are working with this student. The research questions are: What are the basic ideas behind the placement of newly arrived students in regular classes with no previous language skills? How is the language development for the newly arrived student according to the teacher of the selected class? What methods and materials are used by the teacher in her teaching to benefit the newly arrived student’s language development? The purpose of my study has been to investigate the teachers and the headmaster’s perspective on how the integration of newly arrived students into the regular class can be done and the decisions context for the placement of newly arrived students into the regular class. The study is based on interviews with two teachers and the school headmaster. Results of the study show that the principal of the selected school has a vision for the integration of newly arrived students into the regular class, which means that this particular school has a different way of working than other schools in the area where the newly arrived are placed into a preparation class before being integrated into the ordinary class. The class teacher believes that the headmaster’s vision of direct placement into ordinary classes is good for integration. In this vision the newly arrived student receives knowledge related to the context and task during class. The teacher in “Swedish as a second language” does not believe that the headmasters vision is good for the newly arrived students, she believes that it is better if they get separate schooling in Swedish before being integrated into ordinary classes. The overall conclusion after having collected my results and studied previous research is that the work with newly arrived students at the school looks different from what the School Board calls for. The selected school for my study has no clear guidelines on how the work with the newly arrived students in regular classes should be attended. This is sought by the class teacher and that there is a need for such guidelines to give these students an equivalent schooling

The purpose of this study was to find out what a sample selection of teachers in Malmö and Lund, Sweden, perceived to be the most common strengths and challenges of newly arrived students when learning English as a Foreign Language (EFL). The study was conducted as there have been very few studies so far in Sweden on this particular subject, as well as an influx of newly arrived students in the recent years. The two research questions ask what the most common strengths and challenges for newly arrived students are, as well as, how the participating teachers meet the perceived challenges. Four qualitative interviews were constructed based on interviews and questionnaires used in similar studies, and then analyzed using tape analysis. The results showed that all four participants agreed that background factors (such as possible trauma) played a big part, and affected how quickly students go from introductory programs into regular Swedish high school, as well as a lacking vocabulary. Since the findings in this study is coherent with findings in similar studies, it becomes obvious that further action needs to be taken to ensure that our newly arrived students learn what they need to, and get the help they deserve.

Syftet med studien är att undersöka hur tre olika skolor inom samma utbildningsområde tar emot och utbildar nyanlända elever för att på så sätt synliggöra de bidragande faktorerna, och hindren, för ett lyckat inkluderingsarbete.Tidigare forskning i ämnet tyder på att det skiljer sig mycket åt mellan skolorna i Sverige vad gäller mottagning och inkludering av nyanlända elever. Studien gjordes ur ett kvalitativt perspektiv, med 4 semistrukturerade intervjuer med representanter från 3 olika skolor inom samma utbildningsområde. Den teoretiska utgångspunkten var det sociokulturella-, relationella- och interkulturella perspektivet.Resultatet av studien visar att det skiljer sig mycket åt vad gäller inkluderingsarbetet av nyanlända elever på de undersökta skolorna. Framförallt använder sig skolorna av olika organisationsmodeller. Precis som tidigare forskning visar, tyder studien på att den bäst lämpade organisationsmodellen för ett lyckat inkluderingsarbete är succesiv inslussning. / The aim of this study is to examine how three different schools within the same educational area receive and educate newly arrived students in order to visualize the contributing factors, and the obstacles, for a successful inclusion.Previous research on the subject indicates that there is a lot of difference between the schools in Sweden in terms of reception and inclusion of newly arrived students. The study was conducted from a qualitative perspective, with 4 semi-structured interviwes with representatives from 3 different schools within the same educational area. The theoretical starting point was the sociocultural-, relational- and intercultural perspective.The results of the study show that there is a lot of difference in how the schools work with inclusion of newly arrived students, in particular, the schools use different organizational models. As previous research shows, the study suggest that the best suited organizational model for successful inclusionwork is suseptible inclusion.

The thesis seeks to examine how newly arrived students are welcomed and introduced to the Swedish school system in Uppsala municipality. When organizing the structure of integrating immigrant children, municipalities in Sweden use different models. Depending on the model, different values are favored such as integration/segregation and collectivism/individualism.  Through interviews and textual analysis the model used in Uppsala is studied as an example of how municipalities choose to organize the structure around newly arrived students. The results show that the ambition in the organization in Uppsala is to actively use integration promoting arrangement in their every day work as well as they’re aiming to find individual solutions for each and everyone. The reality, however, reflects a lack of awareness about to what extent individual arrangements are in fact carried out and the special needs an immigrant child might have in comparison to other children. The mere existence of the school unit LYSA, which is responsible for children who have not yet received a placement in one of the permanent schools in the city, is also a drawback in achieving the ambition of the municipality, as LYSA is a separate unit that makes integration harder.

No description available.

Det kommer många nyanlända elever till skolan och läraren behöver hjälp med att arbeta med dessa elever samt inkludera dem tillsammans med andra elever. Syftet med studien är att ta reda på de uppfattningar som lärare har kring sin svenskundervisning med nyanlända elever med särskild tyngdpunkt på inkludering. Bakgrunden till denna studie handlar om hur lärare planerar för att stötta nyanlända elever i deras språkinlärning. Metoden som har använts i denna studie är kvalitativ metod med intervju som redskap. Tre yrkesverksamma lärare i årskurserna 1-3 deltog. Jag har analyserat och sammanfattat resultatet av min undersökning. Jag har även tagit del av tidigare forskning och försökt att få svar på studiens frågeställningar. Studiens resultat visar att samtliga av de intervjuade lärarna har arbetat med nyanlända elever under en lång period. Lärarna tycker att studiehandledare är en betydelsefull resurs. De anser att samarbete med studiehandledare har stor påverkan på elevernas språkinlärning. Det finns en viss variation bland lärarnas utbildning när det kommer till svenska som andraspråk (SVA). Gemensamt är dock att de har mycket kort utbildning och denna utbildning ligger utanför grundutbildningen. De har alla gått lärarutbildning innan det fanns inslag av svenska som andraspråk. Det finns två olika uppfattningar om fenomenet inkludering. Den ena uppfattningen är att det är problematiskt med inkludering, detta innebär tidsbrist och bristande skolgång. Den andra uppfattningen är att det trots dessa svårigheter är bra med inkludering.

<p>Denna uppsats syfte är att undersöka hur man arbetar med nyanlända elever i en förberedelseklass i en söderförort i Stockholm och hur detta stämmer överens med styrdokumenten och Skolverkets mål och riktlinjer för nyanlända elever. För att uppnå detta syfte har det gjorts två kvalitativa forskningsintervjuer med två förberedelseklass lärare varv en veckas strukturerad icke deltagande observationer i förberedelseklassen. Skolverket har format mål och riktlinjer för de nyanlända eleverna som ska fungera som en läroplan för dessa elever. Det har visat sig i studien att även om Skolverket säger att man ska ta hänsyn till varje nyanländ elevs bakgrund, tidigare erfarenhet, kunskap och språk är det inte lika lätt att göra detta i praktiken. Det har även framkommit att det är svårt att utgå från Skolverkets mål och riktlinjer när det gäller alla nyanlända elever eftersom eleverna i förberedelseklassen kommer från olika förhållanden. Huvudresultatet för studien är att man i den undersökta skolans förberedelseklass försöker följa Skolverkets mål och riktlinjer med de resurser som skolan har för att få det bästa resultatet. Man utgår även från att arbeta med den enskilda individen beroende på vad den har med sig för upplevelser från sitt hemland och beroende på vart den befinner sig i sin utveckling.</p>

Denna uppsats syfte är att undersöka hur man arbetar med nyanlända elever i en förberedelseklass i en söderförort i Stockholm och hur detta stämmer överens med styrdokumenten och Skolverkets mål och riktlinjer för nyanlända elever. För att uppnå detta syfte har det gjorts två kvalitativa forskningsintervjuer med två förberedelseklass lärare varv en veckas strukturerad icke deltagande observationer i förberedelseklassen. Skolverket har format mål och riktlinjer för de nyanlända eleverna som ska fungera som en läroplan för dessa elever. Det har visat sig i studien att även om Skolverket säger att man ska ta hänsyn till varje nyanländ elevs bakgrund, tidigare erfarenhet, kunskap och språk är det inte lika lätt att göra detta i praktiken. Det har även framkommit att det är svårt att utgå från Skolverkets mål och riktlinjer när det gäller alla nyanlända elever eftersom eleverna i förberedelseklassen kommer från olika förhållanden. Huvudresultatet för studien är att man i den undersökta skolans förberedelseklass försöker följa Skolverkets mål och riktlinjer med de resurser som skolan har för att få det bästa resultatet. Man utgår även från att arbeta med den enskilda individen beroende på vad den har med sig för upplevelser från sitt hemland och beroende på vart den befinner sig i sin utveckling.

We are living in a multicultural society where people from other countries and other cultures are coming to Sweden, including children. Regardless of reasons why these students have come to Sweden, it is common that they are newly arrived and have to learn a second language, in this case Swedish. This will be a challenge, opportunities and difficulties for the student, students’ families and for the school and their staff. The purpose of this essay has been to illumine the teaching methods, models and what materials are used by teachers today to contribute to the best possible second language learning for newly arrived students. In this essay the focus has been on one theory and several model-based approaches. I have used qualitative methods where I did both observations and interviews. The observations took place in six different teaching opportunities in two different schools and classes. The interviews were done by two teachers in two different schools. The result showed that teachers were more inventive compared to the theory. The teachers chose to produce their own material often instead of using ready material, which meant that they could adapt the material to match the students’ level in the class. The result also showed that the Southern school was working with an intercultural approach and was active with the students’ teachers for the mother language compared with the Northern school. In both schools the teachers was working with the perspective of newly arrived pupils with Swedish as second language and that its newly arrived students often have different cultures and experiences which are essential. During my essay I found a disadvantage within these two schools, that preparatory classes were not integrated with the rest of the school. I believe the schools should have a second thought about integrating preparatory classes in classrooms with the rest of the school.