Le présent travail est une petite recherche sur l'apprentissage du français, et plus particulièrement sur l'alternance de l'imparfait et le passé composé parmi des suédophones. Le but du mémoire est de comprendre comment les apprenants appliquent la grammaire malgré la différence entre leur langue maternelle et la langue de l'apprentissage. L'étude part de la différence entre le français et le suédois. Le corpus se compose de dix récits au passé écrits par des étudiants des niveau trois et quatre du système scolaire suédois. Le titre de leur devoir était Un souvenir de mon enfance. Un exercice pris du manuel est aussi analysé. Le résultat montre que d'abord les suédophones apprennent à utiliser les verbes d'état à l'imparfait, puis les suédophones expérimentent avec l'aspect des verbes pour l’alternance entre l’imparfait et le passé composé En conclusion, l'alternance entre l'imparfait et le passé composé est un défi pour les suédophones, mais ce n'est pas un défi insurmontable. / The current piece of research is a study of how second language learners adapt to the distinction between imperfect and perfect in the narrative of past in the French language. The aim of the study is to find out how the learners adopt the grammar despite the difference between their native language and their learning language. The study describes the difference between Swedish and French. The corpus is defined, consisting of ten narratives by ten second language learners on the levels three and four in the Swedish school system. The title was Un souvenir de mon enfance. An exercise in the schoolbook is also analysed. The result shows that the students first learn how to use imperfect in sentences containing a state verb. Later the students attempt the aspect of the verb to practise the shift between the past tense and the perfect tense. In conclusion, the shift between perfect and imperfect is a challenge to the Swedish learner. However, it is not an unbridgeable gap.

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Syftet med denna systematiska litteraturstudie är att bidra till den kunskap som finns för hur skolan kan utforma en undervisning i de naturvetenskapliga ämnena som integrerar språk i ämnesundervisning på högstadie- och gymnasienivå. Internationell forskning har analyserats tematiskt varpå tre teman framkommit: 1) Vikten av en språk- och kunskapsutvecklande undervisning i naturvetenskapliga ämnen, 2) Språk- och kunskapsutvecklande undervisningsstrategier och metoder, och 3) Naturvetenskapslärares attityder till språk- och kunskapsutvecklande undervisning, och dess inverkan på förutsättningarna för lärande. Resultatet visar på att ett språk- och kunskapsutvecklande arbetssätt är viktigt inom naturvetenskapliga ämnen och på högstadie- och gymnasienivå eftersom det innefattar höga språkkrav där språket blir mer abstrakt, avancerat och distanserat. Arbetssättet verkar gynna alla elever, men särskilt flerspråkiga elever och elever från socioekonomiskt svaga familjer. Resultatet visar också på flertalet olika strategier för utveckling av elevers språk- och ämneskunskaper. Vidare framkom att lärare har olika attityder till och kunskap om att integrera språk i ämnesundervisningen. Därför hoppas vi kunna bidra med kunskap inom området som kan visa på vikten av ett språk- och kunskapsutvecklande arbetssätt, vilka undervisningsstrategier och metoder man som lärare kan använda samt vad lärare och skolledningen behöver satsa på för att ett sådant arbetssätt ska vara genomförbart. I denna litteraturstudie har vi kommit fram till att ett språk- och kunskapsutvecklande arbetssätt bör implementeras i ämnesundervisningen för att kunna bidra med en likvärdig utbildning. / The purpose of this systematic literature study is to contribute to the knowledge that exists for how the school can design teaching in the science subjects that integrate language in subject teaching at high school and upper secondary school level, ages 12-19. International research has been analyzed thematically and three themes have emerged: 1) The importance of language and knowledge development teaching in science subjects, 2) Teaching strategies and methods for language and knowledge development teaching, and 3) Science teachers' attitudes towards language and knowledge development teaching, and its impact on the conditions for learning. The result shows that language and knowledge-development teaching is important in science subjects and at higher school levels because it includes high language requirements where the language becomes more abstract, advanced and distant. The working method seems to benefit all students, but especially multilingual students and students from socio-economically weak families. The result also shows several different strategies for developing students' language and subject knowledge. Furthermore, it emerged that teachers have different attitudes towards and knowledge of integrating language into subject teaching. Therefore, we hope to be able to contribute with knowledge in the area that can demonstrate the importance of language and knowledge-development, which teaching strategies and methods you as a teacher can use and what teachers and school management need to invest in for such a working method to be feasible. In this literature study, we have come to the conclusion that a language and knowledge-developing working method should be implemented in subject teaching in order to contribute with an equivalent education.

The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)

The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech. THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology. The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature. The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills. This study opens the gateway to further enquiry on enhancing deaf literacy levels. / Inclusive Education / M. Ed. (Inclusive Education)