Studiens syfte är att bidra med kunskap om några grundskollärares och en specialpedagogs upplevelser av och syn på språk- och kunskapsutvecklande arbetssätt med särskilt fokus på transspråkande förhållningssätt. Studiens syfte är också att bidra med kunskap om speciallärarens roll i arbetet med att främja transspråkande i undervisningen för elever i behov av språkligt stöd. De teoretiska ramarna för studien utgörs av sociokulturella perspektiv och interkulturellt pedagogiskt perspektiv. Studiens ansats är kvalitativ och studiens data samlades in genom semistrukturerade intervjuer. Utifrån lärarnas beskrivningar synliggörs såväl fördelar som utmaningar med transspråkande förhållningssätt i undervisningen. Den enskilt mest framträdande framgångsfaktorn för att transspråkande undervisning kan ske är enligt studiens resultat lärarens förhållningssätt och positiva inställning till alla språk. Resultatet visar vidare att transspråkande förhållningssätt i undervisning kan vara ett sätt att förebygga diskriminering och främlingsfientlighet. Studiens specialpedagogiska relevans synliggörs genom att studien visar att specialläraren kan vara en resurs i att utforma stöttande undervisning för flerspråkiga elever samt i att utbilda och informera lärare kring transspråkande. / The purpose of the study is to contribute with knowledge of some teachers' and a special educator's experiences of and views on language and knowledge development working methods with a special focus on translanguaging approaches. The purpose of the study is also to contribute with knowledge about the role of the special needs teacher in the work of promoting translanguaging in teaching for students in need of language support. The theoretical framework for the study consists of socio-cultural perspectives and intercultural pedagogical perspectives. The study approach is qualitative and the study data were collected through semi-structured interviews. Based on the teachers' descriptions, both advantages and challenges with translanguage approaches in teaching are made visible. According to the results of the study, the single most prominent success factor for translanguaging teaching to take place is the teacher's positive attitude towards all languages. The results also show that translanguaging approaches in teaching can be a way to prevent discrimination and xenophobia. The study's special pedagogical relevance is made visible by the fact that the study shows that the special needs teacher can be a resource in designing supportive teaching for multilingual students and in educating and informing teachers about translanguaging.

This study investigates the experiences of at-risk secondary school students in the Chitungwiza District, Zimbabwe. At-riskiness is defined as a condition in which students are likely to produce poor academic achievement, irregular school attendance, grade retention or dropout due to various individual and social factors. At-riskiness has increased in Zimbabwe’s school population since the adoption and subsequent failure of the Economic Structural Adjustment Programme (ESAP) which has contributed to poverty and concomitant poor social conditions. A literature study explored at-riskiness in the light of socio-cultural perspectives on at-riskiness and also discussed contextual factors in the Zimbabwean schooling system which influence students’ vulnerability to at-riskiness. A qualitative inquiry using a narrative approach explored at-riskiness in the life stories of three male and three female secondary school students attending two selected schools in Chitungwiza, an economically deprived area close to Harare. Selection of schools was based on high levels of absenteeism and sustained poor performance in the national school leaving examinations. Purposeful participant selection was based on school records on grade repetition, absenteeism and poor behaviour. Semi-structured Interviews with participants, based on the Dan MacAdams framework for life story research, were used to gather rich data. Ethical compliance included written parental consent and participant assent and the assurance of anonymity, confidentiality and the right to refuse information. Findings were categorized under family related factors, school related factors and resource limitations. At-riskiness was exacerbated by parental unemployment, poor socio-economic conditions at home and a lack of cultural capital. Participants were compelled to undertake casual work to supplement household income in addition to the fulfillment of academic responsibilities. Poor school conditions comprising poor discipline and unprofessional teacher conduct increased at-riskiness especially among female participants. Resource limitations included poor nutrition, lack of basic necessities required for personal hygiene, in adequate parenting and the absence of psycho-social support mechanisms. Based on the literature study and empirical inquiry, recommendations were made for a more inclusive educational model, poverty alleviation and special support for disadvantaged students to reduce at-riskiness among students in Zimbabwe. / Educational Foundations / D. Ed. (Socio-Education)