Uppsatsen syftade till att undersöka skolpolitiken som låg till grund för Lgy 70 och Lpf 94. Specifikt fokus låg på att i utredningsmaterialet undersöka politikens styrande effekter genom att utifrån argumenten blottlägga dess människo- och kunskapssyn. Metoden som har använts var Carol Lee Bacchis What’s the problem represented to be?-approach. I uppsatsen har en analys av diskursen genomförts på det material som ligger till grund för de nämnda läroplanerna. Undersökningen har funnit att den övergripande problemtiken gällande gymnasieskolorna var att gymnasiet framställdes som omodernt och icke-anpassningsbart till samhället. Dock var det en specifik grupp elever som utgjorde problemet och som skolan var tvungen att anpassas till. Gruppen varierade mellan de olika tidsperioderna, men innefattade dem som inte klarade av skolan i dess dåvarande form. Lösningarna på den av utredningarna antagna problematiken riktades oftast mot den här gruppen och medförde att elevernas valfrihet ökades. Denna valfrihet var dock en strategi som staten använde för att styra in eleverna mot en av staten sedd ”rätt” utbildning. Den underliggande människo- och kunskapssynen i samtliga utredningar var behavioristisk. Utredningarna antog att ungdomarna till stor del påverkades av sin bakgrund och sociala klass i valet av utbildning. Slutsatser som dras är att gymnasieskolan anpassas för arbetsmarknadens behov. Utbildning anses göra ungdomarna mer kvalificerade för yrkesverksamhet. För dem som inte klarar av detta måste skolan anpassas. Således reformerades gymnasieskolan efter de lågpresterande eleverna. / The purpose of this paper was to examine the Swedish school policies that formed the basis for the curriculums Lgy 70 and Lpf 94. Specific focus was on finding the governing effects in the exanimated material by extracting its view on humans and knowledge. The method used was Carol Lee Bacchi’s What’s the problem represented to be?-approach. With this method authors conducted an analysis of the discourse in the material. The investigation of the material found that the overall problem concerning the Upper secondary school was their portrayal as outdated and non-adaptive to the society of that time. However, a group of students were represented to be the problem to which the school needed to adapt. The content of the group differed between the two time-periods (the 1960s and the 1990s), but the group included those who were not capable of managing the school of that time. The solutions to the, by the investigations assumed problem, were directed towards this group of student and resulted in an increased freedom of choice for them. This freedom of choice was however a control strategy used by the government to direct student towards a, by the government considered, “proper” education. The underlying view of humans and knowledge was a behavioural one. The exanimated investigations assumed that young people were largely influenced by their background and social class in their choice of education. In conclusion the Swedish upper secondary school were adapted to the demands of the labour market. Education was considered to make the students more qualified for their future life as workers. The school needed to adapt to those who were not capable of this.

När lärare undervisar utgår de från en ämnesplan som innehåller information om de delar en kurs omfattar. Lärare tar ofta hjälp av olika läroböcker för att genomföra sin undervisning. Mellan åren 1938 och 1991 granskades läroböcker statligt innan de kom ut på marknaden. Efter 1991 sker granskning inte längre statligt utan det är upp till varje lärare att avgöra om en lärobok passar till undervisningen. Syftet med denna studie är att undersöka hur presentationen av texttyper från ämnesplanerna för svenska 1, svenska 2 och svenska 3 i tre serier med tryckta läroböcker överensstämmer med ämnesplanerna. Utgångspunkten är texttyperna argumenterande text, utredande text och text av vetenskaplig karaktär. De läroböcker som undersöks är serierna Svenska helt enkelt och Svenska impulser samt läroboken Människans texter. Språket. Studiens metod är en kvalitativ innehållsanalys som undersöker hur läroböckerna explicit och implicit presenterar innehållet från ämnesplanerna. Resultatet visar att serien Svenska helt enkelt behandlar allt utvalt innehåll från ämnesplanerna medan serien Svenska impulser och läroboken Människans texter. Språket inte behandlar allt utvalt innehåll. Studien kommer fram till att läroboken kan användas som ett stöd i undervisningen men inte som enskilt underlag då det kan finnas innehåll från ämnesplanerna som inte behandlas i läroboken. / The practice of teaching usually starts with the syllabus which contains information about the content that should be taught in a course. Teachers often use textbooks in order to fulfill the course. Between the years 1938 and 1991 textbooks were reviewed by the Swedish government before entering the market. After 1991 reviewing textbooks is done by the teachers and they decide if the book fits their way of teaching. The purpose of this study is to analyze how the presentations of different genres of text in different textbooks correspond with the syllabus. The genres in focus are argumentative text, investigative text and academic text. The textbooks that are being reviewed are the series Svenska helt enkelt and Svenska impulser as well as the textbook Människans texter. Språket. The method used is a qualitative text analysis that analyzes how the selected textbooks explicitly and implicitly present the content from the syllabus. The results of the analysis show that the series Svenska helt enkelt treat all content from the syllabus while the series Svenska impulser and Människans texter. Språket does not treat all content. The conclusion is that textbooks can be used as support for teaching a course but they cannot be used as base for the course since there might be content from the syllabus that is not treated by the textbook.

Reading and writing difficulties and dyslexia affect how a student performs at school and, thus, their future lives (Borodkin & Faust 2014). This has been known and researched for the past decades (Fletcher 2009). Considerable studies have been carried out regarding dyslexia and first language acquisition, though dyslexia in second language is comparatively underrepresented. This underrepresentation, in turn, means that dyslexia and second language is less researched, and consequently, less known. This is problematic as there is then less knowledge on how to help students with dyslexia in a second language. This case study investigates how an upper secondary school in Sweden works with defining and diagnosing dyslexia, and which provisions students with dyslexia receive. To answer these questions the Head teacher, Special Needs Education teacher, English teachers and a dyslexia test analyst have been interviewed. The results showed that dyslexia is described differently by the people interviewed, it is diagnosed with a software called LOGOS and the provision depends on the student having (or not having) a diagnosis. The conclusion is that English teachers and special needs teachers must work closer together. It is therefore suggested that cooperation between the teachers and special needs department should put each student in the centre and develop methods and strategies based on the individual student. It is hypothesised that the school has many unidentified students with dyslexia and in those cases additional adjustments in the classroom are vital. This would allow the student a better chance of performing according to their abilities in school and thus expanding the limits of their world ensuring they become fulfilled, employed democratic citizens.

The aim of this study is to investigate Swedish upper secondary school teachers’ statements regarding reading and teaching choices in the English courses. The methods used were a survey in the form of a qualitative questionnaire, and a qualitative content analysis which was then applied to the survey data gathered. Reception theory and literary socialization theory were applied to the results. The four main research questions were: 1. What English literature do teachers in Swedish college preparatory programs choose for their students? 2. What English literature do teachers in Swedish vocational programs choose for their students? 3. What aspects of reception theory and literary socialization theory correspond to the teachers’ questionnaire answers regarding what skills they wish their students to acquire from reading English literature? 4. What are teachers’ attitudes towards students reading books of cultural, historical, and literary significance? The results concluded that there was no significant difference in the types of books chosen for the two programs. The college preparatory programs read a little more classical fiction, but the vocational courses did not lag far behind. When it came to the theories, a majority of teachers mentioned aspects brought up within literary socialization theory, while reception theory was barely touched upon. Books of literary, cultural, and historical significance were expected to be read in both the college preparatory and vocational programs. However, students in the college preparatory programs were expected to read these books slightly more than students in the vocational programs. One suggestion for future research is to examine the number of books teachers read within or outside of their preferred genre and how choice of genre may affect their literacy teaching in the classroom. / Syftet med den här studien är att undersöka svenska gymnasielärares läs- och undervisningsval i engelskundervisningen. Metoderna som användes var en enkätundersökning i form av ett kvalitativt frågeformulär och en kvalitativ innehållsanalys som sedan tillämpades på den insamlade enkätdatan. Receptionsteori och litterär socialisationsteori tillämpades på resultatet. De fyra huvudsakliga forskningsfrågorna var: 1. Vilken engelsk litteratur väljer lärare för elever på svenska högskoleförberedande program? 2. Vilken engelsk litteratur väljer lärare för elever på svenska yrkesprogram? 3. Vilka aspekter av receptionsteorin och litterär socialisationsteori stämmer överens med lärarnas enkätsvar om vilka färdigheter de önskar att deras elever ska förvärva genom att läsa engelsk litteratur? 4. Vilka är lärarnas attityder till att eleverna läser böcker av kulturell, historisk och litterär betydelse? Genom resultaten drogs slutsatsen att det inte fanns någon större skillnad i de typer av böcker som valdes för högskoleförberedande gentemot yrkesprogram. De högskoleförberedande programmen läste i ringa mängd mer klassisk skönlitteratur, men yrkesprogrammen hamnade inte långt efter. När det gällde teorierna nämnde majoriteten av lärarna aspekter som togs upp inom den litterära socialisationsteorin, medan aspekter inom receptionsteorin knappt berördes.Böcker av litterär, kulturell och historisk betydelse förväntades bli lästa i både de högskoleförberedande programmen och yrkesprogrammen. De högskoleförberedande programmen förväntades dock läsa dessa böcker i något större utsträckning än yrkesprogrammen. Ett förslag till framtida forskning är att undersöka hur många böcker lärare läser inom eller utanför den genre de föredrar och hur vald genreläsning kan påverka deras läs- och skrivundervisning (litteracitet) i klassrummet.

As the digital age takes root, more and more students use the internet to acquire information for their studies. Common sources in Sweden are online encyclopedias like Wikipedia, SO-rummet and Nationalencyklopedin (NE). Seeing as these online encyclopedias can fill the role of teaching aids it is prudent to examine their contents to evaluate if they hold up to the standards established by the Swedish National Agency for Education (Skolverket). Focusing on the subject “religion” and the topic “Judaism”, this study evaluates the contents and framing used in the main articles about Judaism from both Swedish and English versions of the collaborative encyclopedia Wikipedia as well as the Swedish sources NE which is state sponsored and the commercial actor SO-rummet. Additionally this paper discusses how these sources compare with the central contents of the course Religionsvetenskap 1 (Religious Studies 1) for Swedish upper secondary school. The results show that the articles from NE and Swedish Wikipedia mostly state facts without elaborating and are more likely to give the reader a homogeneous picture of Judaism. SO-rummet is the most beginner friendly source while English Wikipedia is the most nuanced but perhaps most difficult source for students to comprehend. Generally, the sources fail to portray diversity within the tradition, with the exception being English Wikipedia. The sources that compare the best with the central contents for Religionsvetenskap 1 were in the following in descending order: English Wikipedia, SO-rummet, Swedish Wikipedia and lastly NE. This is problematic because previous studies show that students have greater faith in NE than they do in Wikipedia. It is worth keeping in mind however, that students are likely to use more than one source, especially if it is a group assignment. It is up to the teacher to recommend good sources, fill in the blanks and to guide the students with their own teaching.