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Mobila enheter används i dagens samhälle i allt fler områden. Ett exempel är inomskolan där det blivit allt vanligare att mobila enheter som till exempel surfplattoranvänds i en-till-en-lösning där varje elev har sin egen enhet som de kan bära medsig. Detta användande har potentialen att förändra hur lärandet sker i skolan ochhur elever lär sig. Med mobilt lärande öppnas det upp nya möjligheter till ett lärandesom inte är begränsat till klassrummet utan som involverar ett informellt lärandesom sker i elevens vardagliga miljö. Tidigare forskning visar att användandet avmobila enheter ger möjligheter till nya läraktiviteter men att det samtidigt behövsmer forskning kring hur de mobila enheterna faktiskt används i undervisningen.Den här studien undersöker hur mobila enheter används i svenska högstadieskoloroch hur de stödjer elevers lärandemöjligheter. Genom en kvalitativ ansats harintervjuer med lärare genomförts för att finna svar på studiens frågeställning.Studien visar på vilka förutsättningar som krävs för att elevers lärandemöjligheterska stödjas samt identifierar fyra områden där elevers lärandemöjligheter stöds.Dessa områden är: lärande i nya miljöer, kommunikation med utomstående,anpassning efter elevers behov och elevers initiativtagande.

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Studien belyser läsförståelsen under tre veckors undervisning från en tjugo veckors planering i engelska vid vuxenutbildningen, grundläggande nivå, där kursens struktur och innehåll ordnades efter förmågorna tala, skriva och läsa. De frågor som sökts svar på i första hand var på vilket sätt innehåll, undervisningsmetod och typ av stöttning kan stärka läsförmågan för vuxna elever med invandrarbakgrund, samt på vilka sätt läsförståelse kan bedömas. Tre elever och en lärarkollega intervjuades och en enkätundersökning utfördes där eleverna fick utvärdera hela kursens planering. Två lektionsobservationer och en lärarlogg ligger också till grund för analysen. Eleverna upplevde enligt resultatet att skriftliga men även muntliga instruktioner inför läsning var språkligt svåra att förstå och genomföra. Flertalet elever tyckte dock att det var lärorikt att diskutera vad de läst. Strategier som att skriva sammanfattningar och diskutera vad man läst i grupper var utvecklande för elevernas läsförståelse och deras förmåga att kommunicera på målspråket. Många elever i gruppen talade på sitt modersmål med varandra under lektionstid och förväxlade ofta engelska med svenska vilket berör komplexiteten om hur olika språk interagerar, vilket kan ha påverkat utvecklingen av målspråket. Rådande karantän och restriktioner ledde till distansundervisning sista delen av kursen, vilket begränsade elevernas möjligheter att interagera med varandra och lärare, och delvis kan ha varit anledningen till att sju av tjugo elever blev underkända.

Syftet med denna studie var att undersöka hur lärare mottar och inkluderar elever i svenska skolor och samhällskunskapsämnen. Vidare kommer vi titta på hur lärarna förbereder, tar emot och utformar undervisningen utifrån nyanlända elevers behov. Undersökningen har baserats på forskning, litteratur och inblick på olika lärarens verksamheter för att se hur arbetet med nyanlända elever går till.Jag har utgått från en kvalitativ metod och de empiriska materialen är hämtade från intervjuerna. I studien deltog fem respondenter och resultatet i studien är baserade på olika lärares uppfattningar kring arbetet med nyanlända. För att intervjuerna skulle vara tillförlitliga, valde jag att genomföra de med hjälp av ljudinspelning. Inkluderingsperspektivet tillsammans med det sociokulturella perspektivet är utgångspunkten i studien som belyser samspel och kommunikation som viktiga hjälpmedel för utveckling och lärande. I denna del är Vygotskijs teorier väldigt aktuella. Resultatet av denna studien visar att inkluderingsperspektivet har en betydligt stor roll för elevens språk- och kunskapsutveckling i såväl samhällskunskapsämnen som andra praktiska ämnen. Detta tillsammans med lärarens kunnighet utökar elevens vilja till lärande. Innehar läraren tillräckligt med kunskaper, främjar det för elevens utveckling. Mottagandet kan skilja sig beroende på lärare och skola. Lärarna får själva anpassa undervisningen och materialet utifrån behov. Det gemensamma arbetet för alla lärare är däremot att alla är överens om att det är viktigt att inkludera eleven så mycket man kan bara kan. Känner eleven sig inkluderad, ökar viljan till lärande och så småningom kan eleven prestera mer.

This study aims to investigate what strategies teachers of English as a foreign language (EFL) apply in their teaching in order to include students with dyslexia in the regular classroom practice, with regard for the effects that the learning disorder has on English acquisition and the possibility to successfully learn the language. The purpose is to research how the participating teachers view inclusion, what strategies they apply in their own teaching to provide it, and how familiar they are with theoretical approaches regarding inclusion for students with dyslexia, in order to provide better insight into which strategies that are used and teachers’ preparedness to accommodate to the educational needs of today’s diverse student body.The study is based on a questionnaire where ten teachers of English in Upper secondary school answered questions regarding their view on inclusion, what strategies they use to include dyslexic learners in their classroom practice, how familiar they are with theoretical approaches in the field, and their perceived confidence in teaching students with dyslexia and the level of support provided by the school. The theoretical approaches used in this study are combined strategy instruction, multi-sensory approach, and meta-cognitive approach, resting on the premise of an inclusive teaching method.Results show that the participating teachers are accustomed to teaching students with dyslexia, and that a majority feel confident in their practice. Furthermore, teachers have a good insight into what difficulties dyslexia can pose for the students. The strategies most used among teachers to include these students are auditory aid alongside written text, digital tools, cognitive strategies such as predicting, summarizing and discussing, visual aid through pictures and colour-coding, focus on comprehension rather than spelling, larger print in texts, and building confidence among the dyslexic students. Regarding usage of theoretical approaches, visual displays, predicting, and summarizing were most used. Regarding familiarity and use of combined strategy instruction, multi-sensory approach, and meta-cognitive approach, the majority of the teachers did not explicitly state that they use these strategies, but their accounts given on strategies used suggests that they are familiar with the methods but that the terminology might differ. Moreover, while the participating teachers stated that they feel comfortable in teaching students with dyslexia, reports of constricting factors such as time, group size and lack of equipment makes it difficult to accommodate the needs of a diverse learner group.The results from the study are discussed in light of the theoretical background. Based on this, and the answers provided by the participating teachers, it can be affirmed that a more extensive use of strategies such as movie maker journaling, multi-sensory approach and meta-cognitive strategies could improve the learning of English among students with dyslexia. However, governing factors on an institutional level have to be considered in order to increase teachers’ ability to accommodate to the needs of these students.

This essay investigates the representation of cultures in two course books for English 6 in the Swedish upper secondary school. The purpose of this essay is to investigate which countries and cultures are represented in the course books as well as how they are presented. My study is conducted with a quantitative and qualitative approach, where data on cultures’ representation are first gathered, then analyzed through a post-colonial perspective. The results show that cultures which have English as a native language are overrepresented and that cultures are portrayed differently depending on which part of the world they are from. The course books are therefore solidifying the image of a well-developed western world in contrast to an underdeveloped “other.”

Film is a teaching resource offering great possibilities in the English language classroom. In the curriculum for the English courses at upper secondary school in Sweden (Lgy11), it is mentioned four times that film should be included when teaching English. However, most films are not produced for the purpose to educate, but to entertain. This essay focuses on how to select films appropriate for second language learning. My study examines the work of teachers at the upper secondary school-level in Sweden, and more specifically how they select films for English teaching to their students. Starting with the hypothesis that selecting films for language teaching could be problematic, my results have instead shown that, in general, the participants did not find it problematic to make film choices. Other important findings regarding what needs to be considered when selecting films include the following: checking for content appropriateness, re-using films, including important themes, considering language usage, using different formats of films, and using film adaptations of literary works. In general, there are many advantages in treating film as a language learning resource when teaching English to second language learners, which creates many opportunities for language teachers.

This degree project essay presents a lesson study where a group of learners of English 6 in upper secondary school try peer review as a part of their writing process during two lessons and share their experience. The aims of this degree project essay are to find out how learners of English in upper secondary school feel about peer review as a strategy to develop their writing skills, and how it can be taught in a successful way. The lesson study includes peer review sessions where the students are provided with instructions on what peer review is, how to conduct a peer review, and material to support them through the peer review process. The lessons and materials are designed to meet the issues brought up in previous research on the use of peer review in the L2 classroom and students’ attitudes regarding it. A focus group share their thoughts in semi-structured interviews and their answers are discussed in relation to previous research. Data collected after the first lesson is used to design the second lesson to better meet the students perceived needs. The second lesson is then evaluated by the same focus group. The main issues brought up in the source material as well as in the focus group interviews are as follows: how peer review can succeed, why it is useful, anxiety in giving and receiving feedback and how to ease the anxiety among the students. The data collected shows that the learners are overall positive and see several benefits of using the method of peer review in the English class. One prominent issue brought up in the focus group interviews is anxiety and several suggestions on how to avoid and overcome that issue are discussed.

This is a study that examines Swedish upper secondary school English teachers' attitudes toward notetaking and notetaking teaching during listening lessons to see how current English teachers implement notetaking teaching to help students store data while listening to information in English. The reason for the investigation is that teachers might assume that students already have the physical and cognitive abilities that are required to take notes and therefore just tell students to “take notes”. Since research shows that notetaking can be used in information-transmission situations to e.g., record and recall information but also to aid reflection, teaching in notetaking can help students better their results in school and it can be used in everyday life as well as in later careers. A questionnaire encountered data by five current teachers of English followed by semistructured interviews with four current teachers of English. The findings show that the majority of the participants have a positive attitude towards notetaking and notetaking teaching and believe it is important for students to take notes and know how to take notes during listening lessons. The result also shows that all the participating teachers teach students how to use different notetaking strategies like abbreviations, symbols, chants, and keywords and one teacher also teaches a notetaking method, Outline format, even though 60% only teaches notetaking sometimes. Additionally, teachers who read this essay can increase their awareness of notetaking and its benefits and reflect over how they can align their teaching with the subject syllabus for English by implementing notetaking teaching.