Sfi är en skolform inom vuxenutbildningen där det bedrivs undervisning i svenska som andraspråk. Eleverna kan gå tre olika studievägar beroende på skolbakgrund från hemlandet där studieväg 1 är anpassad för elever med ingen eller maximalt fem års skolbakgrund från sitt hemland. Det innebär att i gruppen finns elever som lär sig läsa och skriva för första gången på ett nytt språk. Enlig Skollagen (SFS: 2010:800) har eleven som påbörjar studier på Sfi rätt att avsluta kursen med stöd men vuxenutbildningen där Sfi ingår är undantagna de delar i Skollagen (SFS: 2010:800) som anger särskilt stöd. Läs- och skrivinlärningen ska enligt Kursplanen för Sfi (2018) ske under hela studietiden parallellt med den kurs som eleven studerar. Syftet med studien är att undersöka rektorers uppfattning om vad de anser krävs för att elever med minder än fem års skolbakgrund från hemlandet ska kunna fullfölja sina studier på Sfi. Tidigare forskning har visat att framgångsrik läs- och skrivinlärning för analfabeter bygger på modersmålet, för eleven känt kulturellt och socialt kontexts som gör undervisningen förståelig, meningsfull och motiverande. Metoden som använts för insamling av data är semistrukturerade intervjuer med rektorer från sju olika kommunala Sfi. Intervjuerna har analyserats induktivt med stöd av innehållsanalys. Resultatet visar att rektorerna upplevde att samverkan mellan Sfi, Arbetsförmedling och socialtjänst störs av de olika uppdrag verksamheterna har gentemot individen som försvårar för eleverna att uppnå målen i kurserna. Rektorerna angav att specialpedagogiskt perspektiv och utvecklingsarbete var viktigt för att stödja elevens utveckling. Rektorerna tog även upp det formativa arbetssättet som ett medel att synliggöra elevens progression och kartläggning av behov. För att stödja elevers lärande behöver Sfi, Arbetsförmedlingen och socialtjänsten samverka för att eleven ska uppleva den röda tråden mellan studierna på Sfi och den aktivitet som sker övrig tid. En sådan aktivitet kan vara språkpraktik där eleven utvecklar språket samtidigt med förståelse för olika kulturella och sociala kontext som den möter. För att möta elever olika behov är det önskvärt att Sfi utvecklar inkluderande specialpedagogik enligt Hornbys (2015) teori där eleven får stöd både i grupp och enskilt utifrån elevens behov. / Swedish for immigrants (Sfi) is a school form in adult education where teaching is conducted in Swedish as a second language (L2). Students can take three different study paths depending on the school background from their home country where study path 1 is adapted for students with none or a maximum of five years of school background from their home country. This means that in the group there are students who learn to read and write for the first time in a new language. According to the Education Act (SFS: 2010: 800), the student who commences studies at Sfi has the right to terminate the course with support, but the adult education where Sfi is included is exempt from the parts in the School Act (SFS: 2010: 800) that state special support. Reading and writing learning, according to the syllabus for Sfi (2018), must take place during the entire study period in parallel with the course the student is studying. The purpose of the study is to investigate the principals' perception of what they consider necessary for students with less than five years of school background from their home country to be able to complete their studies at Sfi. Previous research has shown that successful learning of reading and writing for illiterates is based on their first language (L1), for the student a known cultural and social context, which makes the teaching understandable, meaningful and motivating. The method used for collecting data is semi-structured interviews with principals from seven different municipal Sfi. The interviews have been analyzed inductively with the help of content analysis. The results show that the principals felt that the collaboration between Sfi, the employment agency and social services is disrupted by the various assignments the different actors have towards the individual which makes it difficult for the pupils to achieve the goals in the courses. The principals stated that special educational perspective and development work were important to support the pupil's development. The principals also addressed the formative approach as a means of highlighting the student's progression and mapping of needs. In order to support pupils' learning, Sfi, the employment agency and the social services need to collaborate for the student to understand the relationships between the studies at Sfi and the activity that takes place at other times. Such activity can be language practice where the student develops the language at the same time as understanding of different cultural and social contexts. In order to meet students' different needs, it is desirable that Sfi develops inclusive special education according to Hornby's (2015) theory where the student receives support both in group and individually based on the student's needs.

Syftet med denna studie är att undersöka vilka digitala verktyg som används i SFI-undervisningen av vuxna elever utan skolbakgrund och hur dessa verktyg används, vilka förmågor eleverna övar samt vilken betydelse digitala verktyg har i dessa elevers språkinlärning. För att undersöka det har jag använt mig av en metodkombination av strukturerade observationer i två A-grupper samt semistrukturerade intervjuer med två undervisande lärare i dessa grupper.  Studiens resultat visar att de digitala verktyg som används i A-kurs är Ipad och appar, Smart Notebook/Smartboard, Dator, Lunis och Powerpoint. Dessa verktyg används mestadels för individuellt arbete men det finns tillfällen då vissa av dessa verktyg används i helklass. Eleverna övar med stöd av dessa verktyg förmågan att lyssna och förstå, tala (uttal), läsa och förstå, skriva och arbeta självständigt. Studiens resultat visar även en tämligen liten interaktion mellan elever under tiden de arbetar med digitala verktyg.  Lärarnas uppfattningar är att digitala verktyg har en stor betydelse i språkinlärningen hos vuxna elever utan skolbakgrund. Enligt lärarna erbjuder digitala verktyg en mängd olika möjligheter för dessa elever att öva och utveckla samtliga språkfärdigheter. Studien visar även att det finns vissa områden som kan utvecklas. / The purpose of this study is to investigate which digital tools are used in SFI teaching of adult students without school background and how these tools are used, what abilities the students practice and what significance digital tools have in these students language learning. To investigate this, I have used a method combination of structured observations in two A-groups as well as semi-structured interviews with two teachers in these groups. The results show that the digital tools used in the A-course are Ipad and apps, Smart Notebook/Smartboard, Computer, Lunis and Powerpoint. These tools are mostly used for individual work, but there are times when some of these tools are used in full class. With the help of these tools, students practice the ability to listen and understand, speak (pronounce), read and understand, write and work independently. The results also show a fairly small interaction between students while working with digital tools. Teachers’ perceptions are that digital tools are of great importance in the language learning of adult learners without a school background. According to the teachers, digital tools offer a wide variety of opportunities for these students to practice and develop all language skills. The study also shows that there are certain areas that can be developed.

Textbooks within Swedish for Immigrants aims to teach immigrants the Swedish language and help them understand Swedish society. But one can ask: is there a representative picture of all people in Swedish society in these textbooks? This study aims to analyze which discourses are made visible regarding what kind of people are represented in textbooks for Swedish for Immigrants. Two textbooks from different times are chosen to make a comparison, and to see what and if there has been development in the way one talks about people with non-Swedish and non-white names. The questions asked are: Who is given space in two textbooks for Swedish for Immigrants? And what kind of development has been made within this area between the years 2002 and 2021? The method used is discourse analysis based on a social constructive perspective, which means that people adopt the discourses they read and learn about, which affects the way they see society and how they interact with others. The result shows that similar discourses are found in both textbooks, where three main discourses appear: us and them, Swedish/white is the norm, and immigrants only have lower-paid jobs in society. People with non-Swedish and non-white names are not given as much space in the textbooks as people with Swedish and white names. The older textbook contains of a majority Swedish names whereas the newer textbook contains more international names, but that are considered white names. This shows that there is an us and them-discourse occurring. The us and them-discourse appear in different ways throughout the textbooks and is more implicit in the newer textbook compared to the older. Another example of this discourse is that people with non-Swedish and non-white names are often presented with where they come from, which is not the case for people with Swedish names. This shows that there is a certain way of speaking of people with non-Swedish and non-white names in society. In conclusion, there are more Swedish and white people who are given space in these textbooks for Swedish for immigrants. Considering that immigrants are the target group for these textbooks, there should be a representation of all different people in Swedish society. Seen from a social constructive perspective, immigrants who read these textbooks will adopt these discourses, which will affect how they see Swedish society and how they interact with others. The development discovered between the two textbooks and their almost 20-year difference of release is shown in the discourse of immigrants only having lower-paid jobs. The newer textbook shows no evidence of this discourse whereas it appears in the older textbook. This shows that development has been made in how society thinks of immigrants and their ability to work within any profession.