Studien syftar till att synliggöra vilka faktorer som styr valet av skönlitterärt material och beskriva skönlitteraturens roll i relation till kursplanen. Genom en intervjustudie synliggörs två gymnasielärares selektionsprocesser för skönlitterärt material i SVA. Diskussionen förankras i tidigare forskning kring ett sociokulturellt perspektiv på lärande, litteraturdidaktik och forskning rörande skönlitteratur i andraspråksundervisning. Studien pekar på att litteraturundervisningen i SVA är elevcentrerad och att det skönlitterära materialet väljs utifrån elevens språkliga förmåga och personliga preferenser för att stödja läs- och språkutveckling. Dessutom pekar studien på att litteraturvetenskapligt inriktad undervisning står tillbaka i SVA för en didaktik som influeras av reader-response teori.

People are increasingly moving from one country to another, whether it be because of searching for new opportunities to work and study, or less voluntary movements such as fleeing wars and oppression. Upon arrival they become part of a structure in the receiving country, designed to facilitate their integration into the new country. Our study reflects voices from practitioners inside this receiving structure, in an attempt to elucidate some of the opportunities and challenges emerging inside the educational environment and processes concerning newly arrived students. Our contribution to the growing body of research is the case study presented here, in which we interviewed professionals who in some capacity affect the newly arrived students and their time in a school with which we are familiar, as we ourselves work at this school. Data was gathered in the form of semi-structured interviews conducted with individuals from several tiers of the structure surrounding newly arrived students, from a study counsellor to teachers working directly with students. Results from our findings are analyzed within the socio-cultural perspective, with emphasis on identifying obstacles and our theories on how to overcome them. Our informants expressed both strong commitments to fulfil newly arrived student needs as well as perceived deficits in knowledge and ability to do so.

<p>The purpose with this essay is to study how students in elementary school are placed within the subject called “svenska som andrasspråk”, or SVA. SVA is a subject specially designed to deal with the complications that students with a different native language encounter when trying to learn Swedish.  National school documents state that a student is to be offered SVA if he or she has a different native language than Swedish and if the headmaster decides it’s “needed”. In this work I focus on the different factors which are involved in the headmasters decision whether a student should be in a SVA-class or a normal Swedish class. The four factors I especially focus on is: </p><ul><li>The headmaster’s own opinion about SVA</li><li>The students skill and knowledge of Swedish</li><li>The students and their parents opinion on SVA</li><li>What the official national documents on the subject say</li></ul><p>The method which is used in this essay is a combination of an analysis of the national school documents and interviews made with three elementary school headmasters in Stockholm. In the interviews I have used an interview method described in Birgitta Kullbergs <em>Etnografi i klassrummet. </em>In short this means that rather than using a couple of strict questions I have tried to approach the subject with broad and open questions.</p><p>The result of the study is that the decision process in which the students that are entitled to SVA are placed within one of the two subjects varies a great deal between the schools. The two factors that seem most important is the headmasters own opinion on SVA, and the students and parents opinion. It can be questioned whether SVA in it’s current form really serves the purposes it was created to serve. </p><p> </p>

The purpose with this essay is to study how students in elementary school are placed within the subject called “svenska som andrasspråk”, or SVA. SVA is a subject specially designed to deal with the complications that students with a different native language encounter when trying to learn Swedish.  National school documents state that a student is to be offered SVA if he or she has a different native language than Swedish and if the headmaster decides it’s “needed”. In this work I focus on the different factors which are involved in the headmasters decision whether a student should be in a SVA-class or a normal Swedish class. The four factors I especially focus on is:  The headmaster’s own opinion about SVA The students skill and knowledge of Swedish The students and their parents opinion on SVA What the official national documents on the subject say The method which is used in this essay is a combination of an analysis of the national school documents and interviews made with three elementary school headmasters in Stockholm. In the interviews I have used an interview method described in Birgitta Kullbergs Etnografi i klassrummet. In short this means that rather than using a couple of strict questions I have tried to approach the subject with broad and open questions. The result of the study is that the decision process in which the students that are entitled to SVA are placed within one of the two subjects varies a great deal between the schools. The two factors that seem most important is the headmasters own opinion on SVA, and the students and parents opinion. It can be questioned whether SVA in it’s current form really serves the purposes it was created to serve.

A complex exponential waveform embedded in white noise can be optimally detected by matched filtering which is equivalent to Discrete Fourier Transform (DFT). However, if the input includes multiple complex exponentials, the DFT processing is not optimal. The frequency spectrum of the complex exponential signal with finite observation interval is not impulse. The spectrum includes side-lobes called spectral leakage.Because of the strong side-lobes, weak components can be masked, or side-lobes can be interpreted as independent complex exponentials causing false alarms. The conventional approach is to suppress side-lobes by using an amplitude weighting function, called a window function. However, windows reduce the signal to noise ratio at the output and also widens the main lobe in the spectrum resulting in a loss of frequency resolution. In this thesis, the problem of detection of a complex exponential signal under a secondary complex exponential interference is investigated. Alternative windowing techniques such as spatially variant apodization (SVA), dual apodization (DA) are studied in the context of detection of weak sinusoids under strong sinusoidal interference. The detection performance of SVA and DA is compared with the conventional methods and the optimal detector.

No description available.

Syftet med denna studie är att undersöka hur lärare i svenska som andraspråk (SVA) och specialpedagoger ser på sitt uppdrag när det gäller elever med utländsk bakgrund, i behov av särskilt stöd. Studien baseras på sex intervjuer med tre SVA-lärare och tre specialpedagoger, från tre olika skolor i en kommun. Intervjuerna transkriberades och analysen, som är gjord utifrån det kategoriska och relationella perspektivet att förhålla sig till specialpedagogik, utgår från studiens tre frågeställningar vilka handlar om uppdrag, kompetens samt om möjligheter och hinder. Resultatet visar att samtliga intervjupersoner, både SVA-lärare och specialpedagoger, känner att deras uppdrag är otydligt när det gäller arbetet med elever med utländsk bakgrund, i behov av särskilt stöd. Trots en formell behörighet och ett stort engagemang anser de sig inte heller ha den kunskap som krävs för att kunna bedöma elevernas behov eller vilka insatser som bör göras. Resultatet visar också att SVA-lärarna och specialpedagogerna är medvetna om att elever med utländsk bakgrund, på grund av att ledningen och personalen generellt saknar kunskap, är underrepresenterade i den specialpedagogiska verksamheten. Intervjupersonerna ser här adekvat kartläggningsmaterial, samarbete och fortbildning i olika kulturer, som möjligheter för att kunna upptäcka och sätta in rätt sorts stöd i tid. Samtliga intervjupersoner är dessutom ense om, att eftersom skolan fortfarande inte är redo att inkludera alla elever, är ämnet SVA och den lilla stödgruppen några av förutsättningarna för att elever med utländsk bakgrund, i behov av särskilt stöd, så småningom ska kunna känna sig inkluderade i den ordinarie klassrumsundervisningen.

Svenska som andraspråk är alltid omdebatterat men finns just nu som ett eget ämne med egen kursplan på ungdomsgymnasiet. Den här studien undersöker hur fem undervisande lärare i gymnasieämnet svenska som andraspråk ser på ämnet; vilka för-och nackdelar som finns, hur det organiseras på olika skolor samt hur behovet av SVA ämnet ser ut och hur lärarna tror att framtiden kommer att se ut. Metoden som valts för att genomföra studien är semi-strukturerade kvalitativa intervjuer med fem undervisande lärare på olika gymnasieskolor och i olika kommuner i norra Sverige. Fördelar som lärarna lyfte fram med att ha två separata svenskämnen är mindre elevgrupper, lägre tempo och ett material anpassat till eleverna. Nackdelar som framkom var en syn på ämnet som något med lägre status än SVE, för få engagerade kollegor och för lite utbildning/fortbildning av pedagoger i skolan. Alla deltagare i studien pratade enbart ur ett elevperspektiv när de diskuterade nödvändigheten av att ha SVA som eget ämne. De ansåg att det i dagsläget finns ett behov av att ha kurserna separerade, men några deltagare ansåg att organiseringen av hur detta ska lösas borde ses över. I framtiden tror lärarna att ämnet kommer att se ut ungefär som det gör för tillfället men att det kommer ske små förbättringar i och med ett förmodat ökat elevantal under de kommande åren.

No description available.

One of the biggest challenges for primary school teachers in today's schools is to teach students to read. Moreover, this should be done based on each individual student's abilities and needs with regard to the diversity that exists in today's classes. This study aims to make visible what is the basis for teachers’ perceptions and behavior in individualized reading in teaching in Swedish as a second language. But it also seeks to identify possibilities and difficulties teachers face in connection with this to illustrate what may be the basis for teachers' equal / different views and actions in the field. This is illustrated by four research questions of the study, which are: 1) How do teacher individualize reading in teaching Swedish as a second language? 2) What considerations are the basis for the teachers in primary schools planning of individualized reading in teaching Swedish as a second language? 3) What opportunities and difficulties do teachers see within individualized reading in teaching Swedish as a second language? 4) How is individualized reading expressed in primary school teachers teaching in Swedish as a second language? Through qualitative interviews and observations, the results show that teachers use multiple individualization types and components of literacy development for the individualization of reading in their teaching in Swedish as a second language? Some of the teachers feel, however, that the structural conditions at the school prevents them from doing this fully. A central and common aspect is that teachers use level individualization as a basis for any kind of individualization.