This thesis has examined the view on immigrants and their social integration within the Swedish public school system, as represented by the political scene in different types of parliamentary documents and other kinds of governmental publications, from a historical perspective. This historical view begins at the mid 1970’s, when immigration became more of a permanent reality in the Swedish society than previous times, and continues through the following decades to today’s situation. The theoretical outlook of this work consists of theories related to integration, with a critical approach to specific pedagogical means by which the normative school separates those pupils that it cannot subdue from the so called ordinary education, and the consequences of this system in relation to the democratic values of the public school. An essential part of the theory is made out by Peder Haugs concepts regarding inclusion and exclusionary forms of social integration. The result of the examination shows that the ideas surrounding the integration of the immigrants has been focused on first language, preparational classes and similar solutions, support and compensation, the value of knowledge, cultural diversity/cross-cultural communications and (the Swedish) language. In conclusion, the work has tried to put the results of the examination in a broader social perspective, and discussed preparational classes as concept and organization in relation to the idea of inclusion.

I den här studien undersöks hur vägledning av nyanlända elever på grundskolan går till utifrån ett vägledarperspektiv. Undersökningen är förlagd till grundskolor i Stockholms stad som har förberedelseklasser på högstadienivå. Genom en kvalitativ metod har studie- och yrkesvägledare intervjuats om arbetssätt, syn på användande av tolk vid samtal och hur de själva ser på sina styrkor och svagheter som vägledare. Resultatet visar att i de flesta fall blir det samtal som är baserade på information istället för vägledning. Informationen handlar om IVIK och vägen dit. Vägledarna upplever att det finns svårigheter i samtalen som kan handla om okunskap om olika kulturer och om vägledarens egna fördomar. Resultatet visar dock att vägledarna anser sig ha många av de egenskaper som de tycker att en vägledare ska ha i samtal med nyanlända elever. Det är bland annat empati, vara bra på att lyssna och ha förmågan att visa respekt för alla elever oavsett bakgrund.

Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family’s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education’s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply. In my survey, I have been paid from the tutors ' perspectives on how a grade or an assessment gives equivalent for students in a preparatory class and in order to few a better understanding to how man that teachers sets a grade or gives an equivalent judgement to students that possibly have difficulties to achieve the grade criteria in Swedish as a second languages, because of the language. The procedure in this work has been to interview different tutors that work in a preparatory class, from differently multicultural schools in municipality places in Stockholm. During the result account, the tutors' obvious replies are expressed on the basis of those interviews and research questions as been used as aids and that an important basis in order to can to implement this survey. The result in this survey is that students in a preparatory class not sheep a grade since they do not achieve the requirements for validated in Swedish as a second language without the students’ sheep instead a written judgement. This can cause misunderstandings between teachers and students, then the school has a grade criteria for students in a preparatory class's man knows that they cannot to achieve at the same time as these grade criteria is not any teachers strives after. This can contribute to that the students possibly sheep hopes about a grade when one actually know that they can’t because of the language does not have possibility to achieve.

We are living in a multicultural society where people from other countries and other cultures are coming to Sweden, including children. Regardless of reasons why these students have come to Sweden, it is common that they are newly arrived and have to learn a second language, in this case Swedish. This will be a challenge, opportunities and difficulties for the student, students’ families and for the school and their staff. The purpose of this essay has been to illumine the teaching methods, models and what materials are used by teachers today to contribute to the best possible second language learning for newly arrived students. In this essay the focus has been on one theory and several model-based approaches. I have used qualitative methods where I did both observations and interviews. The observations took place in six different teaching opportunities in two different schools and classes. The interviews were done by two teachers in two different schools. The result showed that teachers were more inventive compared to the theory. The teachers chose to produce their own material often instead of using ready material, which meant that they could adapt the material to match the students’ level in the class. The result also showed that the Southern school was working with an intercultural approach and was active with the students’ teachers for the mother language compared with the Northern school. In both schools the teachers was working with the perspective of newly arrived pupils with Swedish as second language and that its newly arrived students often have different cultures and experiences which are essential. During my essay I found a disadvantage within these two schools, that preparatory classes were not integrated with the rest of the school. I believe the schools should have a second thought about integrating preparatory classes in classrooms with the rest of the school.

In a preparatory class are newly arrived students who have no or very little knowledge of the Swedish language. Some of the newly arrived pupils may have arrived in Sweden very recently and some of them have no or very limited understanding and experience of how the school system works in their country of origin. The purpose of this study is to find out how education in a selected preparatory class works seen from two SVA-teachers and students perspective.  Questions related to my purpose reads as follows: In which way can two of the SVA-teachers respond in a selected preparatory class to their group of newly arrived students? What methods can be used by the two SVA-teachers in a selected preparatory class to their group of newly arrived students' language learning? How does the newly arrived student in a selected preparatory class experience their education and friendship? The study was conducted through a qualitative approach in a selected preparatory class in a multicultural school in a suburb in southern Stockholm. Through observations on six separate occasions as well as interviews with two of the SVA- teachers in the selected preparatory class, and with three of the newly arrived pupils during a period of three weeks. The results of this study show that in the selected preparatory class, one is actively working to learn the Swedish language and to create a structural learning environment based on trust and friendship. The results also show how easily the structure may fall apart when some teachers lack training in Swedish as a second language, also because of insufficient resources and inadequate guidelines in the selected preparatory class, for the reception of the newly arrived students in school activities for the chosen study area.

I have chosen to write this essay on language development in a preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects. The purpose of this essay is to find out how to work with language development in a preparatory class. The focus of interest is to investigate how much the Swedish and the native language are used in class. My theoretical starting points will consist of theories of second language learning, language development, language switching and native language. In my studies I have used the qualitative method in which I have observed in a preparatory class for three school days and have interviewed three teachers and four students. The conclusion which I have found from my empirical material is that the teachers in the preparatory class work with language development by first and foremost providing security to their students in the classroom. When this security is created, their main tool for language development is constantly support in the native language in all subjects.

My study is about a preparation class in a selected municipality. It is based on the child¹s perspective, and it tries to highlight the school situation of new arrivals in a school where the majority of the pupils are of Swedish origin. The purpose of my study is to visualize how the education for newly arrived children is organized in the municipality, and to get an understanding of a range of student’s view of the schooling in the preparation class as an introduction to a regular class. To reach my goal, I have used qualitative methods, based on qualitative interviews. The interviews were made with six newly arrived pupils, and one interview was made with the deputy head of the school, which is in charge of immigrant education in the municipality. The results show that the four primary schools in the municipality have two preparation classes located in a school for year 1-5 and 6-9. The interviewed pupils are between 13 and 15 years old. The interview reveals deficiencies in different areas, concerning the newly arrived children. The pupils are relatively segregated in school and they have no opportunities to form relationships with other pupils, which can lead to stigma. The education is characterized by lower expectations, and it is not ideal for the children’s cognitive development. The pupils also receive mother tongue education, and a few of them get student consolation. Most of them prefer student consolation, where the education is in Swedish simultaneously with their native language. The mother tongue education is not yet suited to the pupils’ abilities and needs, and the teachers in mother tongue language have a lack of qualifications.

Children of school age, who have just moved to Sweden can either start in a preparation class or in a normal class. There is no Swedish law or national policy that determines how new children will start and continue their education in Swedish schools. The decision is up to the schools or the communes. This study investigates what kind of educational methods teachers, from a sample of two different schools, are using to educate the newly-arrived students and if these methods are making any contribution to integrating these children into the Swedish school system. The study will raise questions like, how are the new students introduced to the Swedish school, what is the purpose of having the children in preparation class as opposed to normal class, and what methods do the interviewed teachers use to integrate the new children into the school system? Interviews were conducted with four teachers, an associate professor and a senior lecturer in education, who has done several years of research about children from abroad coming in to the Swedish school system. The primary theoretical frames in this study were the sociocultural perspective, language socialization, integration and inclusion. The results show that by not having a comprehensive policy for the newly arrived students, each teacher has a different educational method and the schools are not given enough recourses to help the student succeed. One of the conclusions is that to have a good integration of new students, the schools need to find a reception method that works for each new student based on a comprehensive policy.

The aim of this study was to get insight into refugee children’s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant’s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children’s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction. The study is based on the qualitative interviews of four refugee children attending the class 7 and 9, two girls and two boys. The result of the study has been analyzed with a sociocultural- narrative- and a hermeneutic perspective in order to answer the study’s questions. The study shows that the refugee children experienced the time in the preparatory class as positive. They partially developed their Swedish language and felt a strong belonging and solidarity towards their class mates. The transition from the preparatory class to the ordinary class is described as partially problematic, as they felt that they were partly socially excluded. The refugee children’s descriptions of the school situation can be interpreted as pedagogical and socially exclusion. A conclusion from this shows that preparatory classes activity must be more reflect upon how the newly arrived experience their situation in school. A development is needed and the school staff need to reflect upon their tutoring and what approach that needs to be used on the newly arrived.

Syftet med denna uppsats har varit att undersöka nyanlända elevers upplevelser av lärande med fokus på inlärning, undervisning och utveckling att lära sig ett nytt språk. Det ska tilläggas att uppsatsen också vilat på att undersöka eventuella skillnader och likheter i resultatet.  Även en lärare har intervjuats då pedagogens bild av lärandesituationen också är väsentlig.  Den teoretiska utgångspunkten för uppsatsen har vilat på den sociokulturella teorin av Vygotsky och Jenners motivationsteori. Det empiriska materialet och resultatet har också vilat på en hermeneutisk ansats, där jag avsett tolka, förstå och analysera respondenteras utsagor. I resultatet framkom att upplevelserna kring lärande med fokus på inlärning, undervisning och utveckling hos eleverna var positiv men att det skiljde sig åt i några avseenden då eleverna hade olika utbildningsbakgrund. Eleverna och läraren bekräftade att lärandet utifrån deras upplevelser sker bäst i mötet med andra, där individen är i fokus och där samtal och kommunikation, samt individanpassat stoff och individanpassad undervisning är det som främjar lärandet med fokus på inlärning, undervisning och utveckling av ett andraspråk.