Idag är ett stort antal av eleverna i den svenska skolan flerspråkiga. Forskning visar att elever är i stort behov av att få använda samtliga av sina språk i syfte att skapa mening och förståelse. Denna studie undersöker erbjudanden till transspråkande i tre läromedel för behovet hos flerspråkiga elever. Att få använda alla sina språk gynnar inte enbart språkinlärningen utan även självkänslan, självtilliten, inlärningen och ämneskunskaperna. Studiens resultat visar att läromedlen använder transspråkande arbetssätt i varierande omfattning. Två av tre läromedel erbjuder fler transspråkande erbjudanden än enspråkiga erbjudanden. I studiens diskussion problematiseras omfattningen och utformandet av de transspråkande arbetssätten i relation till elevers kunskapsutveckling. Alla elever i skolan gynnas av transspråkande arbetssätt.

I detta arbete har jag valt att undersöka hur tre pedagoger använder sig av skönlitteratur i undervisningen i Svenska som Andraspråk och vilken betydelse de menar att skönlitteraturen har för dessa elever men också hur pedagogerna väljer de skönlitterära texter de använder i klassrummet.Med hjälp av olika teoretiska utgångspunkter och tre kvlitativa intervjuundersökningar har jag försökt besvara min frågeställning.Min undersökning har inte gett mig någon generell bild av hur pedagoger i allmänhet arbetar med skönlitteratur i andraspråksundervisningen, men jag har insett att det inte finns ett sätt som är bättre eller sämre än det andra. Man måste jobba utifrån sig själv och sina förutsättningar. Pedagogerna menar att genom skönlitteraturen får eleverna det innehåll som de behöver kognitivt, men på ett mindre komplext språk än i traditionella läromedel. Pedagogernas huvudmål med allt arbete de gör med skönlitteratur är förståelse. / In this essay I have choosen to examine how three educationalists use fiction in their teaching of students with swedish as a second language and what meaning they understand fiction has for these students, but also how the educationalists choose the fiction they use in the classroom. With different theoretical starting points and three qualitative interwiews I have tried to answer my question at issue. My investigation have not given me any general picture of how educationalist work with fiction when teaching swedish as a second language, but it has made me realize that one way is not better or worse than the other. You need to find your own way of teaching on the basis of your own experience and knowledge. The educationalists I have interviewed wants to give the students the contents they need cognitiveley, but with a less complex language then what they would get from traditional textbooks. The main goal of working with fiction for the educationalists is understanding. That the students understand

This research aims to find out how a small sized school in western Sweden, where the experience regarding second language students is not very high, accept the challenge to find and use teaching methods adapted to the students. It will investigate what specific methods or theaching materials are used and why they have been chosen, all this with a focus on literacy learning. The method applied is qualitive interviews. Four teachers have been interviewed from three different grades. In the result and discussion the empiricism according to the four issues about teaching materials and choice of methods is presented. The results show that the teachers more or less use specific methods and materials. Among these are genre pedagogy and copying as methods for second language students learning swedish writing skills. The materials presented include something called ”ZickZack” and ” my words” and are used mainly during Swedish class.

<p>This research shows and analyses how pupils in ninth grade in the nine-year compulsory school look at being multilingual, at the Swedish language and at Swedish as a second language. I also want to know if language and culture knowledge are taken care of in school as it says in official documents for the Swedish school and as it also is desired in an intercultural education. For my research I do eight interviews in a suburb school south of Stockholm.</p><p>My work includes a limited account for the current research about being multilingual, Swedish as a second language and about the close relationship between language and culture. The applied theory is a social constructivist theory which in short can be explained like that we construct social structures that have consequences on the individual as well as on the society.</p><p>I show in my research how the view of the world around the pupils influences their view on their languages, their school and their neighbourhood. I also draw conclusions from my interviews that language knowledge is little appreciated in school and that Swedish as a second language has a low status.</p>

The purpose of this study is to illustrate how some teachers in multicultural school environments reflecton and experience the educational work with national tests in the third grade for students who do not have Swedish as their native language. The research questions I have chosen to work with are: How do teachers experience working with national tests in groups of students where there are children with Swedish as a second language? How do the teachers reflect on the students linguistic preconditions relating to the national tests in these groups of students? What strategies in their teaching on national tests do the teachers use when it comes to students with Swedish as a second language? In this study I have chosen to use a qualitative interview method. Since the purpose of the study is to understand how teachers reflect on students with Swedish as a second language the obvious choice was to interview teachers who work in a multicultural school. In my thesis I have chosen to use sociocultural theory, Cummins four quadrant model and context for theoretical approach. In Swedish schools national tests are implemented annually in the third grade for the subjects Swedish, Swedish as a second language and mathematics. The different subjects in the national test are mandatory and the results are used as an assessment of the students’ knowledge. While national tests are supposed to be equal for all students in the elementary school the curriculum emphasizes that the teaching should be individualized according to each student’s needs and experience. The linguistic requirements differ for students with a different native language than Swedish. The teachers’ work with students who have Swedish as their second language may differ from each other.

Abstract This study is to finding out how second language teachers can use music as a method to teaching multilingual students in Swedish as a second language. This study even deals with assets and challenges using music as a method in teaching and learning Swedish as a second language. To answer these questions, data was collected by interviews with three pedagogues who have experiences from teaching in Swedish language with music as a method. The result shows that music helps multilingual students to learn Swedish as a second language both in an individual level and in a group level. With music you can practice accent, vocal clang, pitch, and rhythmics. Music has a social influence and creates safe atmosphere in the classroom. It even creates a place of meetings between different cultures and generations. This way of working requires a brave, flexible and a direct pedagogue. There are different ways of working with music as a method in second language teaching. The students can translate favorite songs from their homelands and then teach their classmates the same song in both languages. Together you can create your own songs connected to other theoretical subjects in school. The students can shape music and songs by drawing pictures and then let them write texts to their own pictures. What is obvious is that music promotes second language progress.

The purpose of this study is to investigate how preschool teachers in preschools inspired by the pedagogical philosophy of Reggio Emilia use aestheticforms of expression to support the Swedish language development of children that have Swedish as a second language. We want to know how these teachers incorporate aesthetics in the work with second language learners and how they use creative expressions as tools in this process. The study is based on a qualitative method focusing on interviews with five preschool teachers. The interviews were held in four different preschools in the county of Stockholm, all inspired by the pedagogical philosophy of Reggio Emilia and all located in multicultural areas. The results are analysed with the help of three theoretical perspectives: Dewey’s theories concerning experience, pedagogy and art, the socio-cultural perspective and social semiotics. The results of the study show that aesthetics are a vital part of the ReggioEmilia-preschools we have visited, though they aren’t always incorporated in the work with the second language learners. Second language development was stimulated through aestheticforms of expression in both planned and spontaneous activities, with the help of the preschool teachers. Aestheticexperiences were used as tools through their potential to include everyone and introduce multiple paths towards language development. Preschool teachers also experienced that their presence and listening skills were important in this process. As they, for example, named things and happenings around the children they scaffolded the children’s second language development.

<p>Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family’s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education’s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply. In my survey, I have been paid from the tutors ' perspectives on how a grade or an assessment gives equivalent for students in a preparatory class and in order to few a better understanding to how man that teachers sets a grade or gives an equivalent judgement to students that possibly have difficulties to achieve the grade criteria in Swedish as a second languages, because of the language. The procedure in this work has been to interview different tutors that work in a preparatory class, from differently multicultural schools in municipality places in Stockholm. During the result account, the tutors' obvious replies are expressed on the basis of those interviews and research questions as been used as aids and that an important basis in order to can to implement this survey. The result in this survey is that students in a preparatory class not sheep a grade since they do not achieve the requirements for validated in Swedish as a second language without the students’ sheep instead a written judgement. This can cause misunderstandings between teachers and students, then the school has a grade criteria for students in a preparatory class's man knows that they cannot to achieve at the same time as these grade criteria is not any teachers strives after. This can contribute to that the students possibly sheep hopes about a grade when one actually know that they can’t because of the language does not have possibility to achieve.</p><p> </p><p> </p>

<p> </p><p>In today’s society teachers will face students of foreign origin. It is up to the teachers to help these students gain the knowledge they need to flourish in society. Despite the fact that mathematics is a universal topic with high status in many countries, studies have shown that mathematics is a subject where a large proportion of foreign students fails. The purpose of this study was to see wherein the problem lies and describe teachers' perceptions of the barriers and the opportunities in mathematics for students with Swedish as a second language. The method used was a literature review and interviews with three teachers in Swedish as a second language, who also partly teach mathematics and one remedial teacher in mathematics. The literature and interviews clearly showed that the language plays a major role in mathematics. There is an ignorance of this, which means that students do not get the right help. Considering that language plays such a significant role in the subject, teachers should work more with the mathematical language. It would lead to students getting an understanding of language while they learn about mathematics. The study also found an absence of collaboration between language teachers and mathematics teachers.</p><p> </p><p> </p>

In today’s society teachers will face students of foreign origin. It is up to the teachers to help these students gain the knowledge they need to flourish in society. Despite the fact that mathematics is a universal topic with high status in many countries, studies have shown that mathematics is a subject where a large proportion of foreign students fails. The purpose of this study was to see wherein the problem lies and describe teachers' perceptions of the barriers and the opportunities in mathematics for students with Swedish as a second language. The method used was a literature review and interviews with three teachers in Swedish as a second language, who also partly teach mathematics and one remedial teacher in mathematics. The literature and interviews clearly showed that the language plays a major role in mathematics. There is an ignorance of this, which means that students do not get the right help. Considering that language plays such a significant role in the subject, teachers should work more with the mathematical language. It would lead to students getting an understanding of language while they learn about mathematics. The study also found an absence of collaboration between language teachers and mathematics teachers.