There are different ideas when it comes to the use of either Swedish or English during EFL lessons. Therefore, the aim of this study was to investigate teachers’ choice of language in the upper elementary EFL classroom in Swedish schools and their arguments for the use of one or the other. In order to find out which language different teachers use and why, semi-structured interviews with six different teachers were carried out. All respondents were currently teaching English in grade 4-6. The results of the study show that the teachers’ most commonly used language in the EFL classroom is English. However, several of the teachers mention that they also use Swedish, for example when it comes to explaining difficult instructions or grammar. All teachers participating in this study mention the importance of hearing and using English in order for the pupils to learn English and therefore they try to use mostly English. Nevertheless, this study only has six participants, all living in the same county and working at schools with many similarities, which makes it difficult to draw any generalizable conclusions. To be able to draw better conclusions, a study would have to be conducted with more participants within a larger area. / <p>Engelska</p>

Dyslexia is one of the more common disabilities in Sweden; between 5-10 per cent of thepopulation can be considered having dyslexia. The difficulties they face in their educationstems from a disability to decode written language. English poses a problem, as the buildingblocks in terms of orthography and phonology are seldom compatible. This paper have, usingqualitative interviews with four (4) special education teachers, identified ways in which theseinformants support learners with dyslexia in English. The findings indicate that the advice andmethods the informants use are not specific to the subject of English. Instead the informantsadvocate organizational measures such as close cooperation with colleagues and alsocompensatory learning aids (such as audio versions of books, movies and pictures). Thefindings have been analysed viewed through the theoretical perspectives: SocioculturalPerspective, Systems Theory and Orthographical Depth. As most of the advice given by theinformants where of a general nature – the findings might indicate that there is a gapsomewhere in the education of teachers in Sweden regarding how to specifically supportlearners with dyslexia in the English subject.

In this empirical study, the aim is to investigate how and why teachers in five elementary classes in Sweden use the target language and first language respectively in the EFL classroom. In addition to investigating the teacher perspective, pupils are also asked how they perceive their English teacher’s choice of spoken language in the EFL classroom. The study has a theoretical base in Krashen’s (1982) Second Language Acquisition Theory, as well as previous research on teachers’ language use in the EFL classroom. The study revealed that the participating teachers use the target language mainly to instruct, and to encourage their pupils to produce English themselves. The study also showed that the first language is used to aid comprehension and to explain when the pupils do not seem to understand what is said in English. Furthermore, some of the participating teachers expressed a desire to use more target language in their teaching, while feeling obligated to speak Swedish to make sure all pupils understand. The results of the study also show that participating pupils find English in general to be both easy and fun, in one or several aspects, and that most of the pupils in the study appreciate their teacher using the target language during English lessons. Another conclusion that can be drawn is that more research is needed regarding how teachers’ linguistic choices actually affect pupils’ communicative proficiency in the English language. / <p>Engelska</p>

In 2018 the government of Sweden decided to include programming in elementary school. Therefore, the purpose of this report was to investigate whether or not the current Swedish third-grade programming curriculum was appropriate or not, and also to evaluate the viability of including a few additional programming concepts in the teaching material for grade three. To achieve this goal, a game incorporating Gamification was developed in order to assist in the teaching of these concepts, as well as the current curriculum, to a group of third-graders from a swedish school. There were 87 participants introduced to the different programming concepts by playing the game during theoretical lectures. The results suggests that the current curriculum can be expanded upon, and also that the additional concepts all seemed to be viable extensions. However, we believe that more research needs to be conducted in order to draw any definite conclusions. / År 2018 beslutade Sveriges regering att inkludera programmering i grundskolan. Syftet med denna rapport var därför att undersöka huruvida den nuvarande svenska programmeringskriterierna för årskurs tre är lämplig eller inte, samt att utvärdera möjligheten att inkludera några ytterligare programmeringskoncept i undervisningen för årskurs tre. För att uppnå detta mål utvecklades ett spel som innefattade Spelifiering (engelska: Gamification) för att underlätta undervisningen av dessa begrepp, såväl som den aktuella läroplanen, till en grupp av tredjeklassare från en svensk skola. Det var 87 deltagare som introducerades till de olika programmeringskoncepten genom att spela spelet under teoretiska föreläsningar. Resultaten tyder på att den nuvarande läroplanen kan utökas med koncepten som undersöks i denna studie. Vi tror emellertid att mer forskning måste genomföras för att dra några konkreta slutsatser.