The aim of the study is to see how teachers and students work in a multicultural school according to a method which teaches students to write before reading with the aid of computers. A further aim to investigate is how pupils with Swedish as a second language develop their linguistic skills using the method. To participate in modern society requires a lot from the individual. To function in a society that is constantly changing requires a good knowledge of the use of language in order to participate as a democratic citizen. It is therefore important that all students develop good linguistic knowledge regardless of their first language. The study is based on interviews with four teachers, operating in a multicultural school. Besides the interviews observations were made of the teachers and students in their daily work with computers. The results of the study showed that the method is language stimulating and develops the second language of the learners. Students received more knowledge than just reading and writing. The student was given an opportunity to develop in inter-cultural contexts, and gained a wider linguistic repertoire. The conclusion was that the teachers were unaware of the opportunities they gave students in their language development. The work contributed to interculturality as a comprehensive foundation for teaching. It was through participation, and meaning creation as starting points in their teaching, but teachers were unaware of their approach to teaching.

<p>The objective with this study is to investigate the school introduction of newly arrived students, by focusing on the latter years of high school, by comparing two schools method of working.</p><p>This was done by a qualitative survey based on half structured interviews and existing school documentation.</p><p>The questions of the study targeted the schools method of working, how well the education was adapted to the students and if it was appropriate to them. We also asked about the school resources to meet the need of the newly arrived students. </p><p>Our theoretical assumptions were based on Haugs’ terms “including integration” and “excluding integration”, Lahdenperäs’ theory about intercultural education, Vygotskijs thoughts about adapted education and finally Blossings’ description of different cooperative cultures. Our results showed that school introduction for newly arrived students were formed from the schools’ view on learning development and adapted education. The schools knowledge about and approach to intercultural education, the competence and engagement of the leaders had all a great importance to how the school formed its education. The school with the most intercultural elements also had a more cooperative culture, efficient way of working and more resources to adapt the education to the students’ backgrounds, preconditions and needs. </p>

The objective with this study is to investigate the school introduction of newly arrived students, by focusing on the latter years of high school, by comparing two schools method of working. This was done by a qualitative survey based on half structured interviews and existing school documentation. The questions of the study targeted the schools method of working, how well the education was adapted to the students and if it was appropriate to them. We also asked about the school resources to meet the need of the newly arrived students. Our theoretical assumptions were based on Haugs’ terms “including integration” and “excluding integration”, Lahdenperäs’ theory about intercultural education, Vygotskijs thoughts about adapted education and finally Blossings’ description of different cooperative cultures. Our results showed that school introduction for newly arrived students were formed from the schools’ view on learning development and adapted education. The schools knowledge about and approach to intercultural education, the competence and engagement of the leaders had all a great importance to how the school formed its education. The school with the most intercultural elements also had a more cooperative culture, efficient way of working and more resources to adapt the education to the students’ backgrounds, preconditions and needs.