<p>Barns språkutveckling är central i alla förskolors arbete, oavsett inriktning på verksamheten.</p><p>De förskolor som betonar språket som sin profil i verksamheten och de s.k. språkförskolorna som reserverat ett antal platser i barngruppen för barn med språksvårigheter specialiserar sig dock ytterligare på språket i sin verksamhet.</p><p>Syftet har varit att söka reda på huruvida språkförskolan och den vanliga förskolan skiljer sig åt i arbetet för barns språkutveckling. För att uppfylla syftet har intervjuer med pedagoger i den vanliga förskolan och språkförskolan genomförts. Genom intervjuerna söks en klarhet i hur man arbetar med språket i de olika verksamheterna samt hur pedagogerna upplever vad som är viktigt i arbetet för en positiv språkutveckling. Detta har sedan ställts i relation till läroplanen samt den forskning som finns kring barns språkutveckling och språkstimulering i förskolan. Huvudfrågan har alltså varit: Finns det någon skillnad i arbetet för barns språkutveckling i förskolan och språkförskolan?</p><p>Resultatet visar att alla förskolor i undersökningen, på något sätt, skiljer sig åt i arbetet för barns språkutveckling oavsett inriktning på verksamheten. Det kan därför tolkas som att skillnaden mellan just språkförskolan och den vanliga förskolan inte behöver vara särskilt stor i arbetet för språkutveckling. I denna undersökning upplevs dock språkförskolorna lägga stor vikt vid struktur i verksamheten samt träning och stöd i kommunikation och samspel. Den vanliga förskolan upplevs istället arbeta mycket målmedvetet med den språkliga medvetenheten i verksamheten.</p> / <p>The way children develop language is essential in every preschool irrespective of their direction. The preschools that focus on language as their profile and the special preschools that reserve place for children with language difficulties are more specialized to work with language development than ordinary preschools.</p><p>The aim has been to find out whether the special preschool that includes children with language difficulties and the ordinary preschool differ in their work with childrens language development. By interviewing preschoolteachers attempt has been made to find out how the different preschools work with childrens language, but also to find out what teachers find most important in their work with childrens language. After the interviews this has been put in relation to the curriculum of the preschools, research on childrens language development and stimulating activities for the language development. The main question has therefore been: Is there a difference between the ordinary preschool and the special preschool in their work for childrens language development?</p><p>Except from the special preschools access to speech therapists, the survey has shown that there are no established differences between the different kinds of preschools. This applies within the groups of the same kind of preschools aswell. Nevertheless it can be interpret that the special preschools attach great importance to structure, training and support in communication and teamwork. The ordinary preschools intend to do a purposeful work with linguistic awareness.</p>

<p>Abstract</p><p>In this essay, I have chosen to examine how four teachers in a work unit think and work with linguistic development and strategies, particularly in grade 4-6. The teaching profession has gradually become more like a cooperative profession. Therefore it is in a general pedagogic interest, to know, how each one of the teachers in the work unit, are thinking about linguistic development, teaching profiles and the significances of a work unit to achieve their aims to provide for all the individuals in their classrooms. My intention was to find out if a homogeneous work unit or a heterogeneous work unit is to prefer in work with linguistic development, which initially made me focus and realise the importance of each one of my informants’ answers. My chosen framing of questions are:</p><p> What do the teachers think about linguistic development and strategies, ways of working and classroom environment?</p><p> How do the teachers think about their own teaching profiles to stimulate linguistic development?</p><p> How do the teachers define their aims with their teaching?</p><p> How do the teachers think about the significance of the work unit, to achieve their aims with linguistic development?</p><p>Through qualitative, semi-structured to un-structured interviews, which were taped, I got a rich material to work with and bring together. The result of my examination has shown that all my informants realized that linguistic development takes place in different kinds of subjects and in many different correlations, but they work differently in terms of interaction, they have different kinds of perspective and views of how pupils learn and gain knowledge. Joyfulness, conversation, reflection and a good classroom environment are all needed to motivate the pupils to continue their linguistic development, but there are also a need of grammar- and spelling practice. My informants are aware of their various views of teaching, but they all think that a possible way to continue their own personal development is to make use of their varying competences. The conclusion of my examination is that there has to be a well-functioning, reflecting, open minding and a heterogeneous work unit, to accomplish linguistic development for all different individuals in a classroom.</p>

<p>The aim of this paper was to contribute to knowledge about how preschool-teachers work with the development of children’s spoken language in preschool.The study was conducted through interviews with four preschool-teachers working at the same preschool with one to five year old children. Through the interviews I came to learn about the preschool teachers experience concerning their work with development of children’s spoken language.The results show that the preschool teachers used pedagogical tools like songs, movements, rimes, jungles and stories in their work to develop the children’s spoken language. They said that conflicts and exclusion among children in a group could be a result of differences in language skills. These results point to the importance of being aware of language skills as an eventual cause of conflicts among preschool children. The study also points at larger groups of children and fewer preschool teachers as a problem in preschools today. The preschool teachers in the study pointed this out and emphasized the importance of having enough time and resources for each child in order to work with their language development. It was emphasized by the preschool teachers that if they themselves show their joy and engagement in their work with the children then the children will acquire language skills with laughter and joy. It is in the fun the moments together with friends and adults that the children learn the most. Learning is important, but most important is to have fun while learning.</p> / <p>Syftet med detta examensarbete var att bidra med kunskap om hur förskollärarna arbetar med utvecklingen av barns talade språk i förskolan.Undersökningen har gjorts genom intervjuer med fyra förskollärare på en förskola med barn i åldrarna ett till fem år. Genom en intervjustudie fick jag möjligheten att få veta hur förskollärarnas erfarenheter kring arbetet med barns språkutveckling såg ut.Resultatet av intervjuundersökningen visar att användning av pedagogiska verktyg, så som sånger, rörelser, rim och ramsor samt sagor och berättelser utvecklar barns språk på ett lustfyllt sätt. Om barnen i gruppen på förskolan har ett språk som inte har utvecklats i samma nivå, kan konflikter och utanförskap uppstå. Det kan därmed vara viktigt att ha en medvetenhet om att konflikter mellan barn kan bero på olikheter i förmåga att uttrycka sig. Resultatet av undersökningen visar också att barngrupperna med åren blir större och större och förskollärarna färre och färre. Det är viktigt att få mer tid till det enskilda barnet och tillgång till resurser, för att på så sätt arbeta ytterligare med deras språk. Om förskollärare visar sitt engagemang och sin glädje kring sitt arbete med barnen, lyser detta igenom och barnen lär sig i samband med skratt och glädje. Det är de stunder då barnen tillsammans med kamrater på förskolan samt de vuxna har roligt tillsammans som de lär sig som mest. Lärandet är viktigt, men det viktigaste är att ha roligt när lärandet sker.</p>

<p>Abstract</p><p>My purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development?</p><p>To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review.</p><p>My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity. Children that have had language- stimulation in preschool are aware of the use of the language. Whit language- stimulation the childs self- knowledge and social competens are strengthening.</p><p>Keywords: language- stimualtion, language- development, language- games, teachers plan</p> / <p>Sammanfattning</p><p>Syftet med min uppsats är att undersöka hur man på förskolan arbetar med språkstimulering. Detta kommer jag att göra genom intervjuer med lärare på förskolan. Frågeställningar: Varför använder sig lärarna av språkstimulering? Hur använder sig lärarna av språkstimulering vad gäller arbetssätt och metoder? Anser lärarna att språkstimulering på förskolan underlättar barnens utveckling?</p><p>För att besvara dessa frågeställningar intervjuade jag 6 förskollärare i Mellansverige och använde detta som insamlingsdata. I litteraturgenomgången har jag skrivit om språk, språkutveckling i olika aspekt, läroplanen, språkstimulering, språkljudlek och TRAS (tidig registrering av språkutveckling) som är kopplat till resultatet.</p><p>Resultatet visar att arbete med språkstimulering hjälper barnen i deras språkutveckling, det utvecklar dessutom deras självinsikt och identitet. Barn som har fått språkstimulering på förskolan använder sig medvetet av språket. Med språkstimulering växer barnets självinsikt och den sociala samvaron stärks.</p><p>Nyckelord: språkstimulering, språkutveckling, språklekar, läroplanen</p>

The dissertation investigates oral communication from a language development perspective. The overall aim is to study the oral communication that is part of the learning process for Swedish as a subject and for vocational courses in the upper secondary schools. The focus is specifically on learning that incorporates reasoning and prepared speech. The method used is derived from ethnography and Conversation Analysis. The material consists of fieldnotes, video and audio recordings of lessons from two different classes. The dissertation is theoretically linked to “New Literacy Studies”; the oral prac¬tices and oral cultures involved in the instruction of Swedish are described and viewed as part of school literacy. The concept ‘elaborated topic’ is used to analyse the extent to which students and teachers develop reasoning. The results show that instruction in vocational training programmes can provide students with different conditions for oral language development. Students in the nursing programme took part in more varied communication than students in the technically/practically-oriented programme. The different oral cultures in the two classes could be described in terms of patterns for reasoning and prepared speech, knowledge ideology and power relations. The oral cultures of the classes investigated are reflected in the way they performed in the national test. The students’ ability to develop a sufficiently extensive line of reasoning for the test’s prepared speech did not correspond to how well they developed each topic of discus¬sion. The dissertation emphasises the importance of dialogically organised instruction with students in every upper secondary programme being encour¬aged in their reasoning and prepared speech. It highlights language and communication in and of itself as important content in the instruction of Swedish. Finally, it argues that each subject is responsible for contributing to the language development of students.

Syftet med mitt arbete är att undersöka högläsningens roll i barns sätt att lära sig läsa och förstå vad läsning innebär. Många föräldrar läser sagor för sina barn kanske utan att tänka på den positiva inverkan det har. Det är just dessa faktorer jag vill lyfta fram. Genom litteraturstudier och intervjuer framkommer det att högläsning har en märkbar påverkan på ett barns förmåga att lära sig läsa. Genom att iaktta läsarens samspel med t.ex. en bok eller tidning kan ett barn komma underfund med att dessa föremål innehåller något som väcker läsarens intresse. Barnet kan observera läsaren interaktion med boken och texten vilket ger barnet en läsmodell eller förebild att följa. Högläsning tillsammans med ett eller flera barn ger också möjlighet för barnen att utöka sitt ordförråd samt att diskutera både texter och för dem okända ord. Just i detta syfte kan gruppens storlek ha olika påverkan. / The purpose with my essay is to explore the role of reading aloud in children’s way of coming to terms with what reading is. Many parents might read stories for their children without realizing its positive influence. These are the aspects I would like to address. Through literature studies as well as interviews it shows that where is a noticeable deferens between children that have or have not been read to in their ability to learn how to read. Through observing the readers interaction with for example a book or a paper the child can realize that these objects contain something of interest to the reader. The child can note the reader’s interactions with the book or a text which provides the child with a foundation in its understanding of what reading is and the child also gets a role model. When you read aloud to one or several children, it also gives them the opportunity to expand their vocabulary and furthermore to discuss both different texts and to them unknown words. For this particular reason the size of the group might have different affects.

This essay is about how and why teachers use fiction litterature as a teaching method. It´s based on a study among eight teachers in year 4-6 at a school in Mariehamn in the Åland Islands. The results show the high importance of using fiction litterature in education. Fiction literature is highly valued in all subjects as it stimulates the students development of language, empathy and fantasy. The curriculum´s aim of using fiction litterature is to stimulate the pleasure of reading. This essay shows that the teachers are valueing the language develpoment as the most important reason.

Denna studie avser att undersöka och analysera fyra verksamma lärares uppfattningar om det vidgade textbegrepp som uttrycks i kursplanen i svenska 2000 och vilken betydelse deras uppfattning om det begreppet får för elevers undervisning i svenskämnet. Studien ska dessutom undersöka och analysera deras uppfattningar om hur ett vidgat textbegrepp kan förstås och relateras gentemot styrdokumenten i svenskämnet. För att fånga fyra lärares uppfattningar om ett vidgat textbegrepp och vilken betydelse deras uppfattning får för deras elevers svenskundervisning, har intervjuer genomförts i grundskolan med fyra lärare i år 6-9. Förhoppningen var att dessa intervjuer skulle ge en bild av verksamma lärares uppfattning om ett vidgat textbegrepp och hur det gestaltas i deras undervisning. Resultatdelen i uppsatsen upplyser om de fyra lärarnas olika uppfattningar om ett vidgat textbegrepp och vilken betydelse det får för elevers undervisning i svenskämnet. The purpose of this study is to examine and analyze the understanding, of four teachers, about the wide text concept as it is put in the Swedish curriculum of 2000, and what meaning their opinion has for their teaching in Swedish arts. Furthermore it will look into and analyze their comprehension about how a wide text concept can be understood and be related to the governing documents in Swedish arts. In order to catch the opinion about the wide text concept of four teachers and to see what significance their comprehension about it shows in their teaching, we have interviewed four teachers of Swedish arts in the years 6-9. The expectation was that these interviews should picture active teachers understanding about a wide text concept and how it is shown in their teaching. The result part in this essay informs about these four teachers different comprehension about a wide text concept and what significance it gets for the teaching of their students in Swedish arts.

The purpose of this study is to find whether there is any truth in the thesis that adopted children from abroad is in greater need of special support, in particular regarding factors that might inhibit the language development that may cause language problems. To achieve knowledge for this study, the methods have been to seek and analyze literature that discusses theories about language development and language socialization. To understand if theory and reality is cohesive, two interviews was conducted with special teachers that have had experiences teaching adopted children, analyzes of the results contra literature has been somewhat important and necessary. To ensure the reliability the interviews was recorded on tape and later transcribed. The results from literature studies indicates that adopted children are more likely to be in need of special support in school due to factors concerning, among other things, adaptation difficulties, language progress and identity. Overall, language progress is depended on children’s total progress that includes physical, emotional and psychological condition. The results of the interviews agree in many aspects and outline the importance of giving such adopted children correct and individual support. The conclusions of this study is that adopted children from abroad can, in some cases, be in need of special support in school, but not necessarily just because they are adopted. Language socialization explains how a language is learned and used and in that sense, it’s very important to be aware of the responsibility you have as a teacher to overview large spread of individuals and their progress.

This essay presents and discusses a study that was performed in a multicultural school, where the teachers, since August 2004, have obtained internal training in how to work with language development. The objective with this essay is to investigate how the connection between language development and the development of knowledge can be understood and apprehended by teachers working in this school, and furthermore, to show how a language developing way of work can be accomplished in the teachers daily work. Moreover, I have studied which objectives and strategies, the three language developers in charge of the training of the teachers, have concerning this work, furthermore I have looked into if these objectives and strategies differ from what the teachers understand and practically perform. Pauline Gibbons book, Stärk språket, stärk lärandet (2006), has become a base for this school’s work when it comes to language development. Gibbons presents theories and practical exercises which have their origin from Vygotskij, Halliday and Cummins. Their theories have also become my theoretical base in this study. I have made qualitative interviews with four teachers working in this school, and with one of the language developers. The results, from the teacher’s views and opinions in this subject, are presented individually. The spread between the teacher’s thoughts, when it comes to the connection between language development and knowledge, is quite extensive and so are the methods they choose, consciously or unconsciously, to work in a language developing way. The most important result, drawn from this study, is that all four teachers give examples of how to work in a language developing way, but only one presents a more well-thought-out method of how to work, and also explains why these methods develops the students knowledge and not only the language development. Consequently, there is a gap between the awareness of how important language development is in the process of developing ones knowledge, and how this is performed in the teachers’ daily work with the students’. This could be of interest for the school to investigate further.