En kvalitativ intervjuundersökning har genomförts på fyra lärare på två gymnasieskolor som alla har kopplingar till ämnet svenska som andraspråk. Vårt resultat visar att det råder betydande skillnader på hur undervisningen i svenska som andraspråk ser ut på respektive skola samthur indelningen av vilka elever som ska läsa ämnet går till. På den ena skolan råder det stor okunskap om ämnet och lärarna upplever att de saknar både stöd och information kring undervisningens utformning vilket resulterar i en ofullständig svenska som andraspråksundervisning. Vår slutsats är att det är alarmerande att det saknas behöriga lärare inom ämnet (samtliga intervjuade saknar full behörighet) samtidigt som behovet av svenska som andraspråksundervisning är stort. Vi tror även att det krävs tydligare riktlinjer kring ämnets utformning för att kunna kvalitetssäkra undervisningen.Fortsatt forskning kan förslagsvis göras med rektorer och skolledning på fler skolor för att få en djupare insyn i hur pass stor okunskapen kring ämnet svenska som andraspråk är.

The aim of this study is to investigate how aesthetic learning processes in relation to language development are interpreted and used by three upper secondary teachers within the subject of Swedish as a second language. To do this, the study analyzes interviews with three teachers and their classroom teaching designs. The results show that all three teachers emphasize that aesthetic learning processes can function as means of language development - as long as you have a clearly defined learning object and cognitive resistance in the tasks. It also shows that aesthetic learning processes can be particularly relevant for students whose thoughts are ahead of their second language learning skills. Additionally, the teachers believe that students access to other linguistic resources as well as to previous experiences and interests are important. In summary, two of the three teachers show a wide variety of the aesthetic learning processes such as theatre, pictures, music, painting and small group discussions. The third teacher expresses a desire to include them more, but points out the lack of organizational support.

In a society where second language learning becomes frequently considered as the norm in Swedish schools, it is to be considered of utmost importance to respect the term by truly comprehending the meaning of said terms. In this study, the term multilingualism and second language learning will be the center of attention. As we focus on teachers and how they present their collection of assignments to young second language learners. There are differences between young students living in their country of birth whilst learning their first foreign language (e.g. Swedish students learning English) - and students who immigrate to another country and trying to adapt their mother language while simultaneously trying to learn a new language (e.g. Arabic students learning Swedish). Foreign children in Sweden need to learn three languages simultaneously (mother language, Swedish and English), and have to accommodate to new life changing situations such as living in an unknown country. I have conducted qualitative interviews with teachers of two different schools and this data will be summarized in this study. The interviews will focus on teachers and their approach to students with Swedish as a second language, what they would like to improve, as well as describing their "ideal" if there were no restrictions (e.g. economy). I will then compare the results to see if the two different schools work differently towards their focus on students who are learning Swedish as a second language.

This thesis deals with textbooks for the school subject Swedish as a Second Language published during the period of 1995-2005. The target group for the textbooks in Swedish as a Second Language in this study is young people or adults who have immigrated to Sweden. Immigrants and people of foreign origin who live in Sweden are in general structurally subordinated as regards to socioeconomic factors, which connects to the socio-economical segregation problem. Using this as a point of departure the ideology production in the textbooks is studied, mainly from the representations of gender, ethnicity and class. The thesis takes its theoretical departure in the Italian Marxist Antonio Gramsci’s (1891-1937) concept of hegemony which is based on a mutual understanding between the dominating social classes and the dominated social classes within society. The hegemony is not static but open for negotiation and it is constantly reshaped and renewed. The point of departure is that the teaching materials on the free market are considered to be an arena for ideological struggle, where counter-hegemonic activities occur. The questions posed in the thesis concern which ideologies are produced in the textbooks and the relation between the ideology production and the target group of the teaching materials. The results from the ideology analysis show that the ideology produced in the textbooks varies. The most coherent ideology appears in textbooks which politically connect to the far left and to the Social Democratic party. It is also in these textbooks that the assimilation tendency is the strongest, pertaining to Swedish gender equity and child rearing. One of the textbooks has counter hegemonic content which connects to the anti-globalization movement. In the analysis of the ideological content of the textbooks in relation to the target group it is shown that the expectations are low for them. This is expressed through content relating to the target group concern salary earners and public sector. Focus on entrepreneurship and enterprising is rare and concern famous Swedish companies and trademarks and does not relate to the target group and their provision in Sweden. Thereby the target group is subordinated on the Swedish labour market. The representation also implies in several respects the target group as ignorant. The image of the Swedish homogenous society rests on certain rather hegemonic perception; that is the secular, scientific and rationally built modern society. This representation entails that the multiculturalism that has existed historically and in contemporary society is not acknowledged.

This study examines how teachers of Swedish as a second language perceive that they work to strengthen L2 pupils’ knowledge of Swedish. It investigates how the teachers say that they work to improve the pupils’ vocabulary and word comprehension, and what they can find problematic when they work with this. The method used for the study is qualitative, in the form of interviews, with the aim of charting the teachers’ opinions and perceptions of what was to be studied. Four teachers were interviewed, and their thoughts are part of the results in the study. Among other things, it was found that vocabulary and word comprehension are important to work with in Swedish as a second language since a large vocabulary and good word comprehension are the foundation for the pupils’ continued learning. The results also show the importance of conversations in the classroom when it comes to vocabulary and word comprehension, and the use of pictures and reading aloud.

Idag är en stor andel av eleverna i svensk skola flerspråkiga. Lärarna måste alltså räkna med att eleverna i klassen behärskar svenska språket i varierande grad. Forskning visar att för att andraspråkselever ska få samma chans som förstaspråkselever att mötas utifrån sina förutsättningar och behov, krävs att alla lärare har kunskaper om hur andraspråksutveckling går till och hur man kan planera och genomföra undervisning som är samtidigt språkutvecklande och kunskapsutvecklande. Men lärarutbildningen prioriterar inte dessa ämnen. Inte heller finns det några formella krav på att grundlärare ska ha dessa kunskaper.   Genom intervjuer med två lärare i årskurs tre undersöks i föreliggande studie hur stor betydelse lärarnas eget driv har för att skapa förutsättningar för en framgångsrik språk- och kunskapsutveckling för andraspråkselever. Resultatet visar att lärarnas eget intresse och engagemang har en nyckelroll i detta. / A large percentage of students in Swedish schools today are multilingual. Consequently teachers must expect varying degrees of Swedish language proficiency of the students in the classroom. Research shows that in order to give second language students the same chance of being met on the basis of their capacities and needs as students with Swedish as their first language have, it is important that all teachers have knowledge of second language development as well as of educational planning and implementation that is developing both language and subject-matter knowledge. Regardless of this finding the teacher education programme does not prioritize these subjects; nor are there any formal requirements that primary school teachers should have these skill sets.   In this study interviews were conducted with two third grade teachers to probe the significance of the teacher's own enthusiasm in creating optimal conditions for the development of the student's language skills and learning. The results show that the teachers' own interest and commitment play a key role in this matter.

The purpose of this study is to explore the different experiences and perceptions that second language learners in the Swedish upper secondary school have of the Swedish langague and swedish as a second language. The purpose is also to examine differences and relations between second language learners´ attitudes and some background factors that may influence their attitudes. The study is based on a survey containing two parts: the first concerning background factors of the respondents and the second part consisting of statements combined with a likert scale. The survey was given to students studying swedish as a second language in the upper secondary school. The most important result is that the student´s attitudes to swedish and swedish as a second language are affected by the number of years they have lived in Sweden.

<p>This aim of this study was to highlight the major learning perspectives discernible from five adult African immigrants’ experience of learning Swedish as a second language. The focus was on the analysis of the challenges that these immigrants encountered in the learning process and the factors that supported their learning. This study revealed two dominant perspectives in adult African immigrants’ experience of learning Swedish as a second language. These perspectives which hinge on social participation and individual responsibility complement each other and are geared toward the same goals: the acquisition of the Swedish language and integration into the Swedish society.</p>

<p>Then the language learning process and the approach in a preparatory class differs itself from a general class. The methods conducted in a preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a preparatory class. The study will be based on three teachers work from different schools and the focus will be on the education methods, operation methods and the individualization degree of the education methods.  As we will see the operation methods of all the teachers are based on the same plan and the difference between them are small. The education method on the other hand differs between teachers and depending on the class the teacher will reform the methods to more accommodate the needs of the students in the class. As for the individualization degree of the education methods the study will show that the goals of the methods do not get achieved due to lack of resources. The teachers do not have the time to individualize the education for each student to the degree that is written in the national school plan.    </p>

This aim of this study was to highlight the major learning perspectives discernible from five adult African immigrants’ experience of learning Swedish as a second language. The focus was on the analysis of the challenges that these immigrants encountered in the learning process and the factors that supported their learning. This study revealed two dominant perspectives in adult African immigrants’ experience of learning Swedish as a second language. These perspectives which hinge on social participation and individual responsibility complement each other and are geared toward the same goals: the acquisition of the Swedish language and integration into the Swedish society.