The purpose of this study is to explore students’ perceptions and experiences of the school-subject Swedish. Ten qualitative interviews with students in school year nine have been carried out and the results of these interviews constitute the basis of this study.   The result shows that students have a straight-forward attitude towards Swedish as a school-subject. The students identify skills such as reading, writing and speaking, and work in school mainly concerns perfecting these skills. The students think of Swedish as a subject with a clear purpose and find it important and useful.   The result also shows that the students want grading for the purpose of further motivation. However, grading alone is not enough. The pupils also need comments about their work. What is good and what could be improved?   The study further shows the importance of good student-teacher relations. It is necessary to communicate goals, aims, strengths and weaknesses for progression to take place.

This paper studies how peer assessment is used as a strategy to improve young learners' results in Swedish as a school subject. Nine teachers are interviewed about their use of the method on 7-12-year-old pupils. Comparisons are made between the interviews and Swedish and international discussion on peer assessment. There are similarities between the practice of the teachers and what is said in the litterature about the method and its advantages and drawbacks. The teachers tend to emphasize the social aspects more, though. They also point to adjustments necessary to make the method function in groups of different kinds. Of feedback methods, they seem to prefer "Two stars and a wish" to others.

Trots att lyrik kan bidra med mycket till elevers utveckling visar såväl elever som lärare ofta en negativ eller osäker inställning till genren. Läromedel kan därför få ett stort inflytande över lyrikundervisningen. Syftet med detta arbete är att granska de frågor och arbetsuppgifter som kopplas till lyrikexempel i läroböcker för gymnasiekursen svenska 1, för att synliggöra vad dessa uppgifter didaktiskt kan bidra med i undervisningen.  En etnografisk innehållsanalys av tolv läroböcker för svenska 1, publicerade under åren 2011– 2015, genomförs. Frågorna och arbetsuppgifterna delas in i tio olika kategorier och granskas utifrån teorier från Dysthe (1996), Rosenblatt (1938/2002) och Tengberg (2011).  Resultatet visar att vad läroböckernas lyrikrelaterade arbetsuppgifter kan bidra med i undervisningen varierar stort, även inom de funna kategorierna. Uppgifter finns som kan underlätta elevens transaktion med texten, medan andra kan hindra denna. Slutsatsen är att lärare själva kritiskt bör granska de uppgifter som ges till eleverna, för att säkerställa deras kvalitet. / Even though poetry has a lot to contribute to students’ development, students as well as teachers often show a negative or uncertain attitude to the genre. Therefore, textbooks can have a great influence on poetry instruction.  The purpose of this study is to examine questions and tasks related to poetry in textbooks for the upper secondary school course Swedish 1, to bring to light what these questions and tasks can contribute didactically.  An ethnographic content analysis of twelve textbooks for Swedish 1, published in the years 2011–2015, is carried out. The questions and tasks are divided into ten different categories and examined through theories brought forth by Dysthe (1996), Rosenblatt (1938/2002) and Tengberg (2011).  The result shows that what poetry-related questions and tasks in the textbooks can contribute to instruction varies greatly, even within the categories found. Some tasks can aid the student’s transaction with the text, while others can hinder it. The conclusion is that teachers need to critically examine the tasks given to students, to ascertain their quality.

Syftet med denna studie är att undersöka hur lärare i årskurs 4-6 genomför litteraturundervisning i ämnet svenska för att främja elevers läslust och läsmotivation. Syftet fördjupas vidare i vilka metoder lärare använder när de arbetar med läsning i klassrummet, vad lärare anser kan påverka elevers läslust och läsmotivation, samt deras egen inställning till läsning och om den kan ha inverkan på hur de i sin undervisning lyckas intressera elever för läsning. För att ta reda på detta användes metoden kvalitativa semistrukturerade intervjuer. Jag intervjuade fyra lärare som arbetar i årskurs 4-6, på två olika skolor i Sverige. Vid genomförandet hade jag en intervjuguide till min hjälp och intervjuerna spelades in. Resultatet visar att alla fyra lärare ser svårigheter med att motivera eleverna att läsa och att främja deras läslust. Högläsning är den metod de alla använder sig mycket av, för att de tycker att det kan väcka ett intresse hos eleven. Bokval, lässvårigheter och hemmet är några faktorer som de tror kan påverka elevers läslust. Gällande lärarnas egen inställning till läsning är svaren varierande, men alla tror att de kan använda sitt eget eventuella läsintresse för att i sin undervisning intressera eleven för läsning. / The purpose of this study is to examine how teachers who work in grades 4-6 organize their teaching of literature to encourage pupils’ enjoyment of reading and their motivation to read. More specifically, the study looks at what methods teachers use to teach reading; how teachers feel they can encourage pupils’ reading enjoyment and motivation to read; and teachers’ own attitude to reading and if it can have an impact on how they manage to interest pupils in reading. Semi-structured interviews were conducted with four teachers in grades 4-6 at two schools in Sweden. All interviews were conducted with the same list of questions and sound recordings were made. The results show that all four teachers experience difficulties in motivating their pupils to read and in promoting reading enjoyment. They all relied to a great extent on reading aloud as a method. In their experience, pupils developed an interest in reading through reading aloud. Other factors affecting pupils’ reading enjoyment were: choice of book; reading difficulties; and their home environment. The teachers varied in their own attitudes to reading but they each thinks that they could rely on their own interest in reading to give an interest in reading to their pupils.