In this study, the aim is to find out how teachers and students perceive the computer as a writing tool in the teachingof the Swedish language. The research questions of the survey, seeksto find answers to what teachers look for opportunities and obstacles with the computer as a writing tool, and for what purpose they use the computer. I also want to find outstudentsthoughtsabout the computer as awriting tool and how they believethe computer can help them in their writing. The study is based on a qualitative approach with qualitative semi-structured interviews. Inthe student interviews, I have used 11 pupils from Year 1-5. In the interviews, I have used the same interview guide in order to produce comparable data. In the teacher interviews, I have used the idea map as interview method. My selection of teachers resulted in three active, workingteachers from primary school to secondary school.Broadly, the inquiry resulted in that the computer is very important for the students' text development as it is believed to increase the motivation of students. According to the result that there are obstacles such as digital literacy, lack of technology and resources that can cause problems. The informants were also disagreed on what age that the computer should be introduced as a writing tool in school, but they all agree that it is a beneficial tool in writing instruction as long as the purposewell thought out.

Syftet med studien är att undersöka transspråkande i svenskämnets skrivundervisning i årskurs 4–6 utifrån ett lärarperspektiv. För att besvara studiens syfte och frågeställningar har systematiska observationer och semistrukturerade intervjuer genomförts. Observationerna genomfördes i fyra olika klassrum där transspråkande tillämpades i skrivundervisningen och sedan genomfördes fyra intervjuer med undervisande lärare. Studien utgår från den sociokulturella teorin i samband med teorin om transspråkande och de teorispecifika begreppen mediering och proximal utvecklingszon. Studiens resultat visar bland annat att framgångsrika arbetssätt med transspråkande i skrivandet är muntliga, textbaserade samt visuella arbetssätt. De medverkande lärarnas uppfattningar om transspråkande i skrivundervisningen är att det verkar som identitetsstärkande för flerspråkiga elever och att det ökar elevernas förståelse för det svenska språket. Lärarna anser dock att tidsbristen och känslan av otillräcklighet är de största problemen med ämnet.

This study investigates the effects of including a recipient in writing instructions on the quality of writing produced by L2 English students. To evaluate the effect of the recipient, writing performances are first assessed in texts written in response to instructions that do not explicitly specify a recipient. They are subsequently compared to writing performances by the same students in texts produced for similar instructions but this time with an explicitly stated recipient. The results of the main experiment are complemented with test-taker surveys that capture the students’ own perceptions about the differences between the two tasks. The participating pupils are from two classes at an inner-city municipal Upper Secondary school in Sweden, one at level ENG05 and the other at level ENG07. The study is inspired by communicative language teaching where the writer’s adaptation to the recipient is central. The study tests for the recipient effect along a broad spectrum of linguistic and communicative measures. The results show that students in both classes performed at a higher level with an explicit recipient across all four communicative measures and two out of four linguistic measures. The study also identified a generally stronger recipient effect in ENG05 than in ENG07 and a mixed pattern when comparing students with differing abilities in English. The main finding of the test-taker survey is that students prefer doing tasks with a specified recipient but are slightly more familiar with tasks without a recipient. They also report that they rarely imagine an English-speaking recipient when writing a task and that they often write with the teacher in mind.