The aim of this empirical study is to investigate the role of the L1 (Swedish for the purpose of this study) at upper secondary schools in Sweden, in English class. It also examines teachers’ and students’ attitudes towards the use of the L1 in the ESL classroom. The method that has been used for this thesis is a qualitative research method. In order to collect data, structured open-ended interviews were conducted. A total of eleven upper secondary students from the same school, and six upper secondary ESL teachers from four different schools, participated in this study. The results show that almost all of the participating students and teachers think that the L1 should be allowed in the classroom, as it can be used as a resource for learning. For instance, as the results demonstrate, the L1 was mainly used as a tool to clarify instructions, explain difficult terms, explain vocabulary and grammar rules, when translating, to manage discipline, and when they are socializing with each other. The majority of the participants suggest that the L1 worked as a very helpful tool in the learning process, especially in situations where students lacked understanding. However, there were also critical responses towards the use of the L1, particularly since the L1 can be easily overused. Previous research shares these latter views regarding the use of the L1 in the classroom, and confirms that it is important that learners are exposed to as much English as possible for successful language learning and development.

Este estudo consiste na comparação de três amostras lingüísticas: o espanhol não-nativo de estudantes brasileiros adultos, o espanhol nativo de informantes montevideanos (considerada como língua meta), e o português do Brasil (língua materna). Todos os informantes receberam uma situação teste em forma de história em quadrinhos, sem texto escrito, de modo que o conteúdo semântico fosse o mesmo e também fossem evitadas as influências léxicas. A situação teste, solicita em espanhol, o uso de estruturas com clíticos dativos, que expressam relações de possessão. Sua realização e a realização de outras estruturas constituem as variáveis lingüísticas a partir das quais, são examinadas e comparadas as diferentes projeções sintáticas. As referências teóricas e o modelo de análise propostos por Fernández e Anula (1995), compatíveis com algumas das teorias de maior poder explicativo na área da lingüística e da aquisição de línguas, contribuíram significativamente pela atenção dedicada aos fenômenos da língua espanhola. Os resultados do nosso estudo mostram estruturas idiossincrásicas no espanhol nãonativo, que respondem a padrões sintáticos regulares, em sua maioria habilitados pelo sistema da língua materna. A análise estatística quantifica as variáveis e mostra distâncias entre o espanhol não-nativo e a língua meta, e entre aquele e a língua materna. / This study consists of a comparison among three linguistic samples: the non-native Spanish of adult Brazilian students, the native Spanish of Montevidean informants (considered as target language), and Brazilian Portuguese (the mother language). All informants received a test situation shown in the comics form, with no written text, so semantic content was the same and lexical influences were avoided. The test situation, in Spanish, requires the usage of structures with dative clitics, which express possessive relations. Its realization and the realization of other structures constitute the linguistic variables, from which diferent projections are examined. The theoretical references and the model of syntatic analysis proposed by Fernández e Anula (1995), compatible with some theories with more explicatory power in the field of linguistics and language acquisition, contributed significantly because of the attention devoted to Spanish language phenomena. Results show idiosyncratic structures in non-native Spanish, responding to regular syntactic patterns, most of which habilitated by the mother tongue\'s system. The data statistical analysis quantifies variables and shows distances between the non-native Spanish and the native Spanish, and between the former and the mother language.

The present study investigates communicative strategies used by a group of four upper-secondary L2 learners of English. To be able to reach this goal, I have recorded and transcribed a conversation between these students in order to detect natural communication. The communicative strategies I have looked for were: pauses and hesitations, questions, code-switching and message abandonment. Previous research on communicative strategies is divided into two different fields. These two approaches define and classify communication strategies as either interactional or psycholinguistic.  The definition and classification of communicate strategies depends viz. on what kind of approach is used.

Resumen: La tesina investiga si ha cambiado el uso de la lengua meta en la enseñanza de lenguas modernas en la escuela sueca tras el inicio de Lgy 11. El estudio se realiza a través de una revisión sistemática de literatura. Vemos que en nuestro campo de investigación faltan estudios profundos. Los estudios encontrados indican un aumento del uso de la lengua meta en el aula tras el inicio de Lgy 11. Sin embargo, en pocas situaciones parece cumplirse la norma que indica que todo lo esencial de la enseñanza debe realizarse en la lengua meta. Las unidades de gramática parecen ser el segmento de la enseñanza en el cual los profesores usan el sueco más extensamente. Según los estudios analizados solamente una profesora incorpora la lengua meta cuando enseña la gramática. No obstante, la mayoría de los profesores expresan que la gramática es una parte esencial de la enseñanza de lenguas modernas / This thesis investigates if the usage of the target languages in modern language education in Swedish schools has increased after the introduction of Lgy 11. The methodical approach is a systematic literary review. It is noticeable that the field lacks profound studies regarding the selected theme. The found studies indicate an increase in the usage of the target language in the classroom after the introduction of Lgy 11, however, only rarely is the norm reached that indicates that every essential part of the education should be realised in the target language. Grammar education appears to be the segment in which the teachers use Swedish to the highest extent. In the analysed studies there is only one teacher that includes the target language when teaching grammar. However, the majority of the teachers express that grammar is an essential part of the education of modern languages

Modern technology has provided foreign language teachers with several methods of connecting their classes and students to native speakers of target languages. Much of the existing research about these online conversations is focused on changes in students' proficiency or cultural sensitivity. Although valuable, the research is lacking in understanding students' experience online including positive and negative feelings, challenges, and students' overall opinion of the exchanges' usefulness. This study was conducted in an effort to better understand students' experience communicating online with native speakers. A third semester Spanish class at Brigham Young University consisting of 18 students was selected as a sample. These students were required to speak online with native Spanish speakers for at least 20 minutes in Spanish each week. Students completed weekly surveys, a final survey, and three students were selected for a semi-structured interview. This study was conducted using a mixed-methods approach, involving both quantitative and qualitative data. The data revealed common struggles that students faced during online exchanges, methods students used for coping with these difficulties, areas of perceived growth as a result of the exchanges, and social factors that had significant impact on students' experience. The study concludes with recommendations of what foreign language educators can do to support their own classes in similar online exchanges. Areas of further investigation regarding online exchanges with native speakers are also recommended.

En el presente estudio se pretende indagar con qué ventajas y desafíos se encuentran los profesores y alumnos en clases de ELE en los pasos 1 y 2, en las que los profesores procuran utilizar la lengua meta lo más posible. Mientras los expertos de educación en Suecia resaltan que el grado de uso de español en clases de ELE debe aumentar, a su vez, estudios muestran que es común que profesores y alumnos piensan que sería imposible enseñar en la lengua meta en los niveles principiantes (Skolinspektionen, 2010). A través de un método mixto, con entrevistas con tres profesores y encuestas a sus 86 alumnos respectivos en los pasos 1 y 2 de ELE, el presente estudio complementa estudios anteriores con más material. Los profesores consideran que las ventajas principales de usar la lengua meta son que los alumnos se motivan, se atreven a hablar, aprenden más y que ayuda a desarrollar la relación entre alumno y profesor. De igual manera, la mayoría de los alumnos aprecian el uso de la lengua meta por parte de su profesor, ya que piensan que facilitará su aprendizaje. El mayor desafío que se presenta es la falta de continuidad en las clases de ELE. Los alumnos del primer paso muestran un mayor entusiasmo en general por el uso de la lengua meta por parte de sus profesores que los alumnos del segundo paso, al que han venido muchos estudiantes nuevos, provenientes de otros cursos y profesores. Sería recomendable completar este estudio con estudios más amplios, además de estudios comparativos con alumnos que no han tenido profesores que procuran hablar español en la clase de ELE. / The present study explores the benefits and challenges experienced by teachers and their students in beginners’ classes of Spanish as a foreign language in Sweden, in which the teachers aim to maximize the use of the target language in the classroom. While educational experts in Sweden call for an increase in the usage of Spanish in foreign language classes, previous studies show that teachers and students think it would be impossible to teach beginners’ levels in the target language (Skolinspektionen, 2010). The present study consists of material from interviews with three teachers who insist using Spanish as the main language in the classroom, as well as the results of questionnaires from 86 of their respective students. The teachers emphasize that the main benefits of using the target language in the classroom are that it motivates the students, it encourages the students to speak in Spanish themselves, it stimulates their learning and it improves the student-teacher relationship. The majority of the students appreciate the fact that their teacher uses Spanish as classroom language since they believe it will help them learn more. The main challenge is the lack of continuity in the Spanish classes. The students in the first step are more enthusiastic in general, whereas the students in the second step are more reluctant, since many of them have been transferred from other classes and are not accustomed to the teacher speaking in Spanish. The author calls for broader studies, as well as comparative studies with students of teachers who don’t use Spanish as the main classroom language.

Considering teacher talk as the main input into the English as a foreign language classroom, this study aims to highlight and gain a deeper understanding of how target language use can look like in a foreign language classroom in Sweden. To investigate in this essay, the following research questions are addressed: • What is the teachers´ attitude towards the use of the target language in English teaching? • To what extent does the teacher communicate orally in English during English lessons? And on what occasions does the teacher choose to use the target language andthe first language during English lessons? The study was conducted in four different elementary schools, and four teachers were observed who taught in different grades. An interview was held after every observation, and through the interviews a deeper understanding was obtained. The material consists of notes through observation schedules and recordings of interviews and recording of observation. The study is based on Krashen's (1981) input hypothesis as well as Vygotskijs (2001) notion of Zone of proximal development. Research indicates that using the target language consistently can create learning opportunities for students, and a relaxing environment for them to use the target language themselves fluently during English lessons. Furthermore, studies has alsoshown using the first language can affect the students own language production and learning of the target language. However, other have shown that in some cases it can be an advantage to use the first language to include all students during English lessons, especially for the weak students in the class. Therefore, taking into consideration these different perspectives, I investigate four teachers´ use of English and Swedish in the Swedish EFL classroom.The findings show that three out of the four teachers observed used the target language in the beginning of the English lesson, while giving instructions, commanding the students to use the target language and asking them questions however, only one of them used the target language consistently during the English lesson. The findings also shows that the teachers used the first language to facilitate the students´ comprehension and to translate when they didn’t seem to understand what was said in English. Notably, some of the participating teachers indicated a desire to use the target language to a larger extent during English lessons, but they felt obligated to use Swedish in order to include all the students. The overall 3conclusion of this study is that it can be beneficial for both teachers and students if the teacher is aware of their approach toward the target language. They can thereby reflect on the impact this can have on their students´ language learning, their English lessons and their students´ use of the target language.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2022 / The main purpose of this study was to determine challenges that are faced by Grade 8 learners when reading short stories with understanding using EFAL. The study made use of a research approach which is qualitative in nature to explore the reading challenges. It also used an interpretive paradigm. Schema Reading Theory was employed as the guide to which the study followed. This theory advocates that learners read a text having prior knowledge, which assists them to interpret it better. This chosen theory is relevant to the study as the study seeks to understand why learners cannot read. Therefore the theory assisted in determining whether learners have the necessary prior knowledge of the text they read in the classroom. The main findings of the study has indicated that learners have challenges to reading. There are recommendations addressed to learners, parents, teachers and department of education. In conclusion, teachers assured to initiate reading programmes such as focused, independent and guided reading, with the hope to curb challenges towards reading.

Swedish school today is a mixture of children who come from different countries and speak different languages. Due to conflicts and war raging in various parts of the world, the refugee stream of people seeking asylum in Sweden has put much pressure on the schools around the country. Studies show that immigrant children fall behind in the education and that students whose first language is not Swedish do not reach the knowledge requirements and goals for English to the same degree of success as other groups of students. The aim for this thesis was to investigate what teachers in a K-3 English classrooms in Sweden do to support immigrant students, and what can be found in previous research to explain such poor performance. The aim was also to explore what methods teachers report using and how these methods are connected to Lgr11 and previous research. The use of Swedish instead of the target language when teaching English seems to be dominating in the schools. Since research found shows that children tend to use their first language when learning additional languages, the use of Swedish becomes demanding and confusing for the immigrant students: they end up having to learn a new language in a new language.

Lärare reflekterar ofta kring vilket språk av svenska och engelska som ska användas mest i engelskundervisningen. Syftet med detta examensarbete är att undersöka lärares val av språk i engelskundervisningen samt vad de ser för konsekvenser med att använda svenska respektive engelska under engelsklektionerna. Syftet är också att undersöka hur elever tänker kring språkvalet som lärare gör när de har engelska. I denna studie genomfördes tre semistrukturerade intervjuer med lärare, verksamma eller har varit verksamma i engelska i årskurs 4–6, samt en enkät, utdelad som en survey till elever i årskurs 6 (12 år) och besvarades av 20 elever. Slutsatsen av denna studie visar att lärare vill använda den mängden engelska som är möjligt, men att svenskan behöver användas som ett hjälpmedel, främst till svaga elever i engelska. Konsekvenser med att använda engelskan visar enligt resultatet att svaga elever får svårigheter att förstå vad som ska göras under engelsklektioner. Konsekvenser med att använda svenskan blir enligt lärare att eleverna tappar en del engelska och att de inte får öva på sina språkliga strategier. Majoriteten av eleverna i studien har bekräftat att de är nöjda med lärares språkval på engelsklektionerna. Många elever föredrar också att både svenskan och engelskan används. / Teachers often reflect on which language of Swedish and English should be used mostly in English teaching. The purpose of this thesis is to investigate teachers' choice of language in English teaching and what they see as consequences of using Swedish and English respectively during English lessons. The purpose is also to investigate how students think about the language choice that teachers make when they have English. In this study, three semi-structured interviews were conducted with teachers working or have been working in English in grades 4–6, as well as a questionnaire, distributed as a survey to students in grade 6 (12 years old) and answered by 20 students. The conclusion of this study shows that teachers want to use as much English as possible, but that Swedish needs to be used as an aid, mainly for weak students in English. Consequences of using English shows according to the results that weak students have difficulties in understanding what to do during English lessons. According to teachers, negative consequences of using Swedish are that the students lose some English and that they do not get to practice their linguistic strategies. The majority of the students in the study have confirmed that they are satisfied with the teachers' choice of language in the English lessons. Many students also prefer that both Swedish and English are used.