The aim of this study is to find out which conditions for translanguaging second-language learners are provided through two teaching materials in Swedish as a second language. The primary statement question concerned which kinds of expression for translanguaging occurred in the teaching materials. The secondary question statement concerned what signs of scaffolding were present for the second-language learner’s identity development. The study was implemented through a qualitative text analysis of two teaching books for the grades 7-9 in primary school and Swedish high school. The study was based on the theory of translanguaging and the cognitive perspective in language acquisition. The results of the study showed that the teaching material included expressions for translanguaging to a certain extent which also gave an opportunity to preserve one’s identity in their school work. The learners got to work with materials that can be interpreted as translanguaging. On the contrary, it is not assured that learners interpreter it as an opportunity for translanguaging. The most distinguishing in the result is that mother tongue and multilingualism were spoken about on a larger scale. However, the use of the native language was limited.

Through a comparative case study of the European identity in Spain and Italy, the thesis aims to gain a better understanding of the formation of a European identity and the factors that explain variations in the degree of European identity between individual member states. As the degree of European identity differs between member states which in other respects are relatively similar, Spain and Italy are studied as two cases with different outcomes to investigate what might explain their different degrees of European identity. The empirical comparison is based on four hypotheses derived from previous research examining the relationships between the following independent variables and European identity; cognitive mobilization, Euroscepticism, political trust and economic benefits. The systematic comparison of explanatory factors between Spain and Italy finds that the existence of Euroscepticism, economic benefits and higher education leads to a higher degree of European identity. Explanatory factors from previous research are partly confirmed and partly non-confirmed and the thesis illustrates that established relationships that explain differences at the aggregated EU level do not explain differences between individual countries to the same extent. The study finds that differences at the Member State level partly explain variations in European identity, but concludes that further studies at the individual level are needed to understand the formation of the individual European identity. / Genom en jämförande fallstudie av den europeiska identiteten i Spanien och Italien ämnar uppsatsen få en bättre förståelse för formandet av en europeisk identitet och vilka faktorer som förklarar variationer i grad av europeisk identitet mellan enskilda medlemsländer.. Baserat på tidigare forsknings konstaterande om att det finns skillnader i europeisk identitet mellan relativt lika EU-medlemsländer, studeras Spanien och Italien som två fall med olika utfall för att undersöka vad som kan förklara skillnaden mellan dem. Den empiriska jämförelsen utgår ifrån fyra hypoteser härledda från tidigare forskning som undersöker sambandet mellan följande oberoende variabler och europeisk identitet; kognitiv mobilisering, euroskepticism, politisk tillit och ekonomiska fördelar. Resultaten från den systematiska jämförelsen av förklaringsfaktorer mellan Spanien och Italien finner stöd för att förekomsten av euroskepticism, ekonomiska fördelar samt högre utbildning leder till en högre grad av europeisk identitet. Uppsatsen delvis bekräftar och delvis bekräftar inte förklaringsfaktorer från tidigare forskning och illustrerar att etablerade samband som förklarar skillnader på den aggregerade EU-nivån inte i samma utsträckning förklarar skillnader mellan enskilda länder. Undersökningen konstaterar att skillnader på medlemsstatsnivå till viss del förklarar variationer i europeisk identitet, men att fortsatta studier på individnivå krävs för att förstå formandet av enskilda individers europeiska identitet.