<p>The purpose of this study was to examine how the genrebased instruction applied in multicultural classrooms. My observations were carried out in three different classrooms, whit the educators constantly working on language development off the students. Two observations were carried out in Swedish, with a teacher of Swedish as a second language and the Swedish-teacher working with students together. In these two lessons in Swedish, I took away from Pauline Gibbons model, while the third lesson in civics I assumed from Eija Kuyumcu genre model. Both models are based on the Australian research around the genrebased teaching. The students come from different environments and have different linguistic knowledge. A pedagogue work in the classroom is of significant nature of second language learners. The students need support in various ways to achieve a good language development. This can be done in many different ways depending on the context, the students are placed in. The purpose of the observations was to investigate to what extent the teacher uses the genre-based model, which among other things, Gibbons and Kuyumcu shows. Another aspect that I also put emphasis in was the pedagogue’s ways to support students in the classroom. To work from the genre-based model means that the student will learn to write in different areas because all areas have different linguistic characteristics</p>

The purpose of this study was to examine how the genrebased instruction applied in multicultural classrooms. My observations were carried out in three different classrooms, whit the educators constantly working on language development off the students. Two observations were carried out in Swedish, with a teacher of Swedish as a second language and the Swedish-teacher working with students together. In these two lessons in Swedish, I took away from Pauline Gibbons model, while the third lesson in civics I assumed from Eija Kuyumcu genre model. Both models are based on the Australian research around the genrebased teaching. The students come from different environments and have different linguistic knowledge. A pedagogue work in the classroom is of significant nature of second language learners. The students need support in various ways to achieve a good language development. This can be done in many different ways depending on the context, the students are placed in. The purpose of the observations was to investigate to what extent the teacher uses the genre-based model, which among other things, Gibbons and Kuyumcu shows. Another aspect that I also put emphasis in was the pedagogue’s ways to support students in the classroom. To work from the genre-based model means that the student will learn to write in different areas because all areas have different linguistic characteristics