Syftet med studien är att ta reda på vilka svårigheter som kan finnas för lärare i undervisningen av andraspråkselever med fokus på problemlösning. Vilka strategier som lärare använder för att överkomma svårigheterna och vilka stöd som lärare behöver för att kunna överkomma svårigheterna. För att ta reda på svaren på frågorna har intervjuer och observationer använts som datainsamlingsmetod. Vår data visade att lärarna ansåg att språket var en svårighet i sin undervisning av elever med svenska som andraspråk. Lärarna använde sig av flera olika strategier, där den som användes för det mesta av lärarna var konkret material.  Det stöd som lärarna önskade mestadels var färdigt problemlösningsmaterial att kunna ta in och använda i sin undervisning. De slutsatser som kunde dras var att lärarna ansåg att språket var en stor svårighet i undervisningen och att det gällde vardagsspråket, det akademiska språket och att lägga språket på rätt nivå för eleven. De strategier lärarna använde var problemlösningshanden, APE, konkret material, och tanketavlan. / The purpose of this study is to find out what difficulties teachers have in teaching pupils with Swedish as their second language with a focus on problem solving. In addition to what strategies teachers use to overcome these difficulties and what support the teachers which they could get to overcome the difficulties.   To find the answers to these questions have interviews and observations taken place and been used as data collection method.  The data showed that the majority of the teachers found that the language was the biggest difficulty in teaching pupils with Swedish as a second language. Multiple strategies were used by the teachers which concrete material was used the most. The support the teachers wished for the most were a complete material for problem solving to get and use in their teaching.   The conclusion from the result were that the teachers felt that the language were a big difficulty regarding both the everyday language, the academic language and what level to formulate the language. The strategies the teachers used in their teaching were the five steps process to problem solving, reversed EPA-method, concrete material and fourways.

No description available.

Syftet med studien är att undersöka två lärares erfarenheter av att arbeta med svenskundervisning för elever med ett annat modersmål än svenska i grundsärskolan. Studien är en fallstudie där resultatet bygger på två kvalitativa intervjuer med en speciallärare och en lärare som arbetar i grundsärskolan med elever som har ett annat modersmål än svenska. Intervjuerna analyseras med inspiration av ett intersektionellt perspektiv med fokus på att eleverna tillhör de båda kategorierna elever med ett annat modersmål än svenska och elever med en intellektuell funktionsnedsättning. I diskussionskapitlet ses resultatet sedan i relation till aktuell forskning och annan litteratur om flerspråkighet, svenska som andraspråk och intellektuell funktionsnedsättning. Resultatet visar att informanterna bedriver svenskundervisning med stort fokus på elevernas individuella förutsättningar och förmågor. Om eleverna läser enligt kursplanen för svenska (SV) eller svenska som andraspråk (SVA) är för informanterna mindre viktigt. Informanterna menar att det kan föra med sig särskilda svårigheter att eleverna har ett annat modersmål än svenska. Till exempel är det extra svårt att utreda eleverna inför en eventuell inskrivning i grundsärskolan. Det är svårt att veta vilka insatser som ska göras för eleven när det är oklart om elevens svårigheter i skolan beror på språket eller på funktionsnedsättningen. Enligt ett intersektionellt perspektiv finns en risk att man glömmer att en elev har fler kategoritillhörigheter. Dessa olika kategoritillhörigheter påverkar varandra och den som tillhör flera minoritetsgrupper riskerar att utsättas för dubbelt förtryck. I forskningen hittas belägg för att elever med funktionsnedsättning och annat modersmål än majoriteten diskrimineras, både i Sverige och internationellt. Studien visar tydligt att mer kunskap behövs när det gäller elever med annat modersmål än svenska i grundsärskolan. Lärare och annan personal i grundsärskolan behöver också mer kunskap om kursplanen i svenska som andraspråk. / The purpose of this study is to investigate two teachers' experiences regarding the subject Swedish with pupils with a different mother tongue than Swedish in compulsory school for pupils with learning disabilities. The study is a case study where the results are based on two qualitative interviews with a special education teacher and a teacher. They both work in the compulsory school for pupils with learning disabilities with pupils who have a different mother tongue than Swedish. The interviews are analyzed inspired by an intersectional perspective with focus on that the pupils both have a different mother tongue than Swedish and an intellectual disability. In the discussion chapter the results are seen in relation to current research and litterature on multilingualism, Swedish as a second language and intellectual disabilities. The result show that the informants conduct Swedish education with a strong focus on students' individual circumstances and abilities. If students study according to the curriculum for Swedish (SV) or Swedish as a second language (SVA) is less important for the teachers. The informants in this study believe that specific difficulties can arise from the fact that the pupils have a different mother tongue than Swedish. For example, it can be especially difficult to assess students for possible enrollment in compulsory school for pupils with learning disabilities. It is difficult to know what support should be given to the student when it is not clear if the student't difficulties in school are due to language or disability. According to an intersectional perspective there is a risk in forgetting that the student belongs to more than one category. These categories affect each other and those who belong to many minority groups are in risk of double oppression. Research shows that pupils with disabilities and a different mother tongue than the majority are discriminated both in Sweden and internationally. The study clearly shows that more knowledge is needed regarding pupils with a different mother tongue than Swedish in compulsory school for pupils with learning disabilities. Teachers and other personnel in compulsory school for pupils with learning disabilities also need more knowledge about the curriculum in Swedish as a second language.

Many immigrants in Sweden have not had the chance to learn to read and write, for various reasons. In Sweden, literacy is a prerequisite to being able to function in the cultural community, and for many immigrants this is the first time that they experience their inability to read and write as a handicap or see themselves as “illiterate”. The aim of this study is to use a socio-cultural, second language and gender approach to describe, analyse and understand how a number of adult, illiterate, immigrant women experience their situation when they are expected to simultaneously learn to speak, read and write Swedish. The study focuses on two literacy groups in two Swedish municipalities. In one of the groups I act as both teacher and researcher. The thesis is a case study of the learning process of five illiterate immigrant women in Sweden. The results are based on interviews, carried out with the help of an interpreter, and observation of teaching and texts ritten by the students. The study is based on the assumption that human learning is an activity that takes place in a cultural community in a social context. When learning a language, the language is simultaneously the tool that facilitates social communication and the object of the learning process. The study shows that cultural communities influence the women in different ways. Gender structures are firmly planted in a patriarchal value system, which means that women are seen as inferior to men, and women are expected to “meet the demands of others”. The women have no time to study at home, as their household duties are prioritised. However, there are subtle indications that there is a wish to change the situation in accordance with Swedish values and norms. This can be seen in the Swedish for Immigrants (SFI) lessons. As they have little contact with Swedes, school is the only arena in which they have a chance to use Swedish. They are positive towards teaching and school as an institution. Here they are able to develop an alternative identity. The study also shows that teaching in the literacy groups is to a great extent based on a technical approach, in which the teacher tries to elicit a correct answer from the students. Social interaction involving contemplation and negotiation is either not included or not prioritised. the women’s experience and knowledge is not made use of. There are,however, occasions when collaborative discussions take place between the teacher and students. On these occasions an exchange of experiences takes place. Learning is based on the students’ own experiences and thoughts. Linguistic concepts gain meaning in the collaborative discussion. Initially the concepts may be unclear, but the group works on them together, adapting and adjusting them until they finally make sense. Finally, I conclude that women immigrants bring their own socio-cultural values and experience to the school situation, which affects their learning process to varying degrees. Furthermore, immigrant women need more time at school, as it is the only arena in which they can spend time on studying and personal development. another conclusion is that the school must become a learning community that recognises the immigrants’ cultures, makes use of the students’ experience and allows the students to participate in collaborative discussions, so that they can develop their ability to speak, read and write Swedish.

Since the school subject Swedish as a second language was established in the Swedish school system in the mid-1990s, the organization of the subject has varied widely across schools, and the outcomes have been poor. This thesis investigates these problems linguistically. The main objective is to explore the school subject Swedish as a second language in relation to the language of students taking the subject. Another aim of this thesis is to illuminate the complex relation between the Swedish language and the use and conception of Swedish as a second language. A critique of the concept of ‘language’ and of language attitudes in the school context is a recurring theme in the thesis. The thesis contains four papers addressing different aspects of the school subject Swedish as a second language. Paper I examines texts and oral presentations from a group of students born in Sweden, analyzing their language from a normative, mainly grammatical, perspective. Paper II develops a model for analyzing text as activity. In Paper III, the model from paper II is applied to analyze students’ narrative texts written as responses to an assignment, focusing on texts that received failing grades. Papers I and III include comparisons with Swedish as a language and as a school subject. Paper IV, finally, analyzes views of language in policy documents. One critical result of the thesis is the identification of a need for a raised awareness about language in schools and society. In the current situation it is hard to establish a discrete boundary dividing the language of students in the subject Swedish as a second language from the language of students in the subject Swedish, but differences can be observed, which in some sense resonates well with the definition of the subject given by the policy documents. Swedish as a second language in schools can be vaguely defined as Swedish with non-Swedish or foreign markers. The vague definition of the subject and the many linguistic conditions built into the subject entail that Swedish as a second language does not seem well-suited for anyone. Employing a combination of a traditional and an alternative view of language, as proposed in this thesis, may be a fruitful way to accommodate all students.

In this qualitative study I examine how teachers of Swedish as a second language in adult education interpret and plan their teaching based on the 2017 revised curriculum of the Swedish National Agency for Education. I also study how the teachers use genre based methods and what pros and cons they see with these methods. The study shows big differences in the interpretation and application of the curriculum based on the core content. It also shows a variation between campuses in the extent to which students are able to participate in the planning and to be informed, at the beginning of the course, of how the assignments relate to the course content. All the participating teachers use genre based methods but most of them have chosen to combine these methods with other forms of teaching. In general, the participating teachers approve genre based methods but most of them mentioned lack of time as the biggest challenge when applying these methods in adult education.

<p>Denna uppsats behandlar läsförståelse i svenskundervisningen för döva. Syftet har varit att få en uppfattning om lärares syn på läsförståelse, deras erfarenheter kring döva läsare och deras arbete med läsförståelse i svenskundervisningen för döva. Mina informanter är lärare och de undervisar på riksgymnasiet för döva. Metoden har varit kvalitativa intervjuer. Jag har varit intresserad av lärarnas kunskaper och erfarenheter samt åsikter och därför har jag valt denna metod.</p><p>Läsförståelse innebär enligt informanterna utvunna upplevelser utifrån texten kopplade till läsarens tidigare erfarenheter. Enligt merparten av informanterna är det inte så stora skillnader mellan vana döva läsare och vana hörande läsare. När det gäller ovana döva läsare kan element i texten som fraser, homonymer, synonymer, referensbindningar och verbpartiklar vålla problem. De har ofta svårt att uppfatta kontexten i texten. I fråga om undervisningen handlar mycket om elevernas redan förvärvade kunskaper och erfarenheter samt intressen, enligt informanterna. Det gäller för läraren att börja där eleven befinner sig. Informanterna betonar bland annat texter med rimlig nivå. En stor del av texten skall eleverna kunna känna till och resten skall vara nytt. På så sätt blir läsningen träning. Annat som informanterna betonar är samtal mellan lärare och elev kring texten. Sålunda kan mycket bli klargörande för eleven. Högläsning, vilken sker på svenskt teckenspråk, kan ge förståelse av textens innebörd men fungerar framförallt som ett redskap för att framkalla läsintresse och nyfikenhet hos eleverna.</p><p>När det gäller lärarens förkunskaper betonar informanterna kunskaper i och om svenskt teckenspråk och svenska språket. Kunskaper om andraspråksinlärning och om svenskundervisningen för hörande kan vara viktiga.</p><p>Nyckelord: Läsning, Läsförståelse, Svenskt teckenspråk, Svenska som andraspråk, Döva</p>

<p>Syftet med min uppsats är att redogöra för och diskutera hur en lärare arbetar med läslust och språkutveckling, samt hur hennes elever upplever denna undervisning. Läslust handlar om mycket mer än att bara tycka om att läsa böcker, såväl i skolan som på fritiden. Elever med läslust kan ta upp en bok att läsa som avkoppling, lika gärna som de kan se på tv.</p><p>För att undersöka mitt syfte har jag studerat en klass i en Stockholmsförort. Jag har intervjuat en lärare, samt fyra av hennes elever, för att ta reda på hur läraren arbetar med att skapa och upprätthålla läslusten hos eleverna, och hur eleverna uppfattar lärarens undervisning kring läslust. Jag har även gjort en enkätundersökning med alla elever i klassen, för att ta reda på hur de upplever läslust, och vad de tycker om lärarens arbetssätt för att skapa läslust.</p><p>Resultaten av min undersökning visar att det är skillnad mellan flickors och pojkars läsning. Oftast är det flickor som läser mest, vilket kan bero på flera faktorer. En anledning är att flickor har fler läsande förebilder och att många pojkar uppfattar läsning som omanligt, och de väljer därför bort det. Jag har även upptäckt att läraren inte medvetet arbetar med läslust, och att hennes elever inte upplever att läraren uppmuntrar dem till läsning.</p><p>Det är väldigt viktigt att elever har goda läsande förebilder som kan motivera och skapa nyfikenhet till läsning. Även att tidigt börja med läsning i skolan, samt att läraren har god bokkännedom och kan föra givande boksamtal efter att ha avslutat en bok, är viktigt. Det är betydande att läraren kan övertyga läsovana elever till att läsning är ett nöje, och att läraren hittar rätt bok till rätt elev.</p> / <p>My study’s aims are to describe and discuss how a teacher work with reading-inclination and language acquisition, and how her pupils perceive this teaching. Pupils that have reading-inclination can take a book and read it at home, as well as they can turn on the TV.</p><p>To achieve my aim I have studied a multilingual class in a suburb to Stockholm. I have interviewed one teacher and four of her pupils. I have also done a questionnaire-investigation with all the pupils in her class. I want to know if the teacher is aware of how she is working with the pupils to make them have reading-inclination while they are reading books. I would also like to know what the pupils think of reading-inclination and if they like to read.</p><p>The results of my study show that there is a large difference between the girls’ and the boys’ reading. The girls like to read more than the boys. One reason can be that girls have more reading models and that boys think reading is something feminine. I have also discovered that the teacher is not deliberately working with reading-inclination and her pupils don’t feel like she is encouraging them to read.</p><p>It’s very important with good role models that can justify and make the pupils curious about reading. It’s important for the pupils to start reading early in school, and for the teacher to have a good book-knowledge and lead profitable book-conversation after finishing a book. It’s also important for the teacher to convince pupils that are unaccustomed book-readers that reading is a pleasure, and to find the right book too the right pupil.</p>

Syftet med min uppsats är att redogöra för och diskutera hur en lärare arbetar med läslust och språkutveckling, samt hur hennes elever upplever denna undervisning. Läslust handlar om mycket mer än att bara tycka om att läsa böcker, såväl i skolan som på fritiden. Elever med läslust kan ta upp en bok att läsa som avkoppling, lika gärna som de kan se på tv. För att undersöka mitt syfte har jag studerat en klass i en Stockholmsförort. Jag har intervjuat en lärare, samt fyra av hennes elever, för att ta reda på hur läraren arbetar med att skapa och upprätthålla läslusten hos eleverna, och hur eleverna uppfattar lärarens undervisning kring läslust. Jag har även gjort en enkätundersökning med alla elever i klassen, för att ta reda på hur de upplever läslust, och vad de tycker om lärarens arbetssätt för att skapa läslust. Resultaten av min undersökning visar att det är skillnad mellan flickors och pojkars läsning. Oftast är det flickor som läser mest, vilket kan bero på flera faktorer. En anledning är att flickor har fler läsande förebilder och att många pojkar uppfattar läsning som omanligt, och de väljer därför bort det. Jag har även upptäckt att läraren inte medvetet arbetar med läslust, och att hennes elever inte upplever att läraren uppmuntrar dem till läsning. Det är väldigt viktigt att elever har goda läsande förebilder som kan motivera och skapa nyfikenhet till läsning. Även att tidigt börja med läsning i skolan, samt att läraren har god bokkännedom och kan föra givande boksamtal efter att ha avslutat en bok, är viktigt. Det är betydande att läraren kan övertyga läsovana elever till att läsning är ett nöje, och att läraren hittar rätt bok till rätt elev. / My study’s aims are to describe and discuss how a teacher work with reading-inclination and language acquisition, and how her pupils perceive this teaching. Pupils that have reading-inclination can take a book and read it at home, as well as they can turn on the TV. To achieve my aim I have studied a multilingual class in a suburb to Stockholm. I have interviewed one teacher and four of her pupils. I have also done a questionnaire-investigation with all the pupils in her class. I want to know if the teacher is aware of how she is working with the pupils to make them have reading-inclination while they are reading books. I would also like to know what the pupils think of reading-inclination and if they like to read. The results of my study show that there is a large difference between the girls’ and the boys’ reading. The girls like to read more than the boys. One reason can be that girls have more reading models and that boys think reading is something feminine. I have also discovered that the teacher is not deliberately working with reading-inclination and her pupils don’t feel like she is encouraging them to read. It’s very important with good role models that can justify and make the pupils curious about reading. It’s important for the pupils to start reading early in school, and for the teacher to have a good book-knowledge and lead profitable book-conversation after finishing a book. It’s also important for the teacher to convince pupils that are unaccustomed book-readers that reading is a pleasure, and to find the right book too the right pupil.

Many immigrants in Sweden have not had the chance to learn to read and write, for various reasons. In Sweden, literacy is a prerequisite to being able to function in the cultural community, and for many immigrants this is the first time that they experience their inability to read and write as a handicap or see themselves as “illiterate”. The aim of this study is to use a socio-cultural, second language and gender approach to describe, analyse and understand how a number of adult, illiterate, immigrant women experience their situation when they are expected to simultaneously learn to speak, read and write Swedish. The study focuses on two literacy groups in two Swedish municipalities. In one of the groups I act as both teacher and researcher. The thesis is a case study of the learning process of five illiterate immigrant women in Sweden. The results are based on interviews, carried out with the help of an interpreter, and observation of teaching and texts ritten by the students. The study is based on the assumption that human learning is an activity that takes place in a cultural community in a social context. When learning a language, the language is simultaneously the tool that facilitates social communication and the object of the learning process. The study shows that cultural communities influence the women in different ways. Gender structures are firmly planted in a patriarchal value system, which means that women are seen as inferior to men, and women are expected to “meet the demands of others”. The women have no time to study at home, as their household duties are prioritised. However, there are subtle indications that there is a wish to change the situation in accordance with Swedish values and norms. This can be seen in the Swedish for Immigrants (SFI) lessons. As they have little contact with Swedes, school is the only arena in which they have a chance to use Swedish. They are positive towards teaching and school as an institution. Here they are able to develop an alternative identity. The study also shows that teaching in the literacy groups is to a great extent based on a technical approach, in which the teacher tries to elicit a correct answer from the students. Social interaction involving contemplation and negotiation is either not included or not prioritised. the women’s experience and knowledge is not made use of. There are,however, occasions when collaborative discussions take place between the teacher and students. On these occasions an exchange of experiences takes place. Learning is based on the students’ own experiences and thoughts. Linguistic concepts gain meaning in the collaborative discussion. Initially the concepts may be unclear, but the group works on them together, adapting and adjusting them until they finally make sense. Finally, I conclude that women immigrants bring their own socio-cultural values and experience to the school situation, which affects their learning process to varying degrees. Furthermore, immigrant women need more time at school, as it is the only arena in which they can spend time on studying and personal development. another conclusion is that the school must become a learning community that recognises the immigrants’ cultures, makes use of the students’ experience and allows the students to participate in collaborative discussions, so that they can develop their ability to speak, read and write Swedish.