The aim of the study is to investigate how genre pedagogy is construed, evaluated and translated into practice according to handbooks for teachers, as well as according to professional teachers and whether there is a coherence between the application and evaluation of both parties. Genre pedagogy is a method that aims at developing students’ reading and writing skills and is therefore interesting when fresh surveys from e.g. PIRLS and PISA show that the reading ability of Swedish middle school students is dropping.   I have chosen to use two qualitative methods: interview and a literature study. I have interviewed three teachers from schools in central Sweden. In the results section, I present my empirical study into two main themes and associated thematic subheadings.   The results suggest that what the literature presents is well in line with how the teachers apply genre pedagogy in practice. All teachers considered that it’s very important to support their students in the language and knowledge-based teaching. A negative aspect of the circle model is that the teaching can get tedious, especially for those students who find it easy to write. In sum, the results suggest that genre pedagogy is a flexible set of methods for meeting some of the challenges facing language teaching today, and one that teachers find easy to translate from theory to practice. / Syftet med studien är att undersöka hur genrepedagogiken presenteras, värderas och omsätts i praktik enligt genrepedagogisk facklitteratur samt enligt yrkesaktiva lärare samt om det finns en samstämmighet mellan de båda parternas tillämpning och värdering.  Genrepedagogiken är en metod som bland annat syftar till att utveckla elevers läs- och skrivförmåga och är därför intressant när färska undersökningar från till exempel PIRLS och PISA visar att läsförmågan hos svenska mellanstadieelever sjunker.   Metoden som ligger till grund för min studie är kvalitativa intervjuer och en litteraturstudie. Jag har intervjuat tre lärare från skolor i Mellansverige. I resultat- och analysdelen presenterar jag min empiri i två huvudteman med tillhörande tematiska underrubriker.   I mitt resultat har jag fått fram att det facklitteraturen presenterar stämmer bra överens med hur lärarna tillämpar genrepedagogiken i praktiken. Något lärarna ansåg som extra viktigt var att undervisa explicit samt att stötta sina elever, göra dem trygga och motiverade i den språk- och kunskapsbaserade undervisningen. En negativ aspekt med cirkelmodellen är att undervisningen kan bli tjatig och inrutad, speciellt för de elever som har lätt för att skriva. Lärarna ansåg dock att de kunde göra modellen till sin egen och vara flexibla i sin undervisning. Sammanfattningsvis visar resultaten att lärarna tycker det är lätt att göra om teori till praktik och att genrepedagogiken är ett bra arbetssätt för att möta de utmaningar som finns inom dagens språkundervisning.

The purpose of this study is to examine the use and application of the curriculum cycle in Swedish as a second language teaching and how the relationship between theory and practice might look like. The questions that formed the basis of this study addresses how the curriculum cycle is used in teaching of Swedish as a second language and how the curriculum cycle is applied in teaching materials for students learning Swedish as a second language. The research methods chosen for this study are a qualitative semi-structured interview study and a qualitative teaching material analysis where I interviewed three teachers and analyzed two textbooks. The theory on which this study is based is Vygotsky's sociocultural theory of learning that clarifies the idea of that communication and interaction between people are crucial parts for how sociocultural resources are formed and passed on. After analyzing the interviews, it can be concluded that it is used frequently where each phase is essential in order to achieve the goal. The teachers also explained that the students develop cooperation and communication skills and a learning experience where they learn from each other when accomplishing the phases. The other method used in this study was a systematic conceptual analysis focusing on verbs in imperatives where I studied which forms of work and phases of the curriculum cycle that were presented in textbooks for Swedish as a second language. As a result, it can be concluded that the curriculum cycle is applied as a method and a tool with different strategies that help students to achieve a certain goal. The analyses also showed that both teaching materials contain elements where students work individually, in pairs and in groups.