Syftet med studien är att undersöka högläsningens funktion i förskolan och hur högläsningen kan främja barns språkutveckling och samspel. Studien redogör för den sociokulturella teorin vilket belyser sociala interaktioner som verktyg för barns lärande. Vår studie utgår från en kvalitativ ansats där datainsamlingen skedde via semistrukturerade intervjuer. Åtta förskollärare har deltagit med sina erfarenheter av högläsning. Resultatet visar att högläsning ses som viktigt och som betydande för barns språkutveckling och samspel. Det framkommer att spontana högläsningstillfällen är mest framträdande i jämförelse med planerade högläsningstillfällen. Sammanfattningsvis visar studien på högläsningens positiva och gynnande effekter för barns språkutveckling och samspel samt att högläsning kan bidra till andra lärtillfällen där förskollärare tydligare får möjlighet att ta del av barns individuella lärprocesser.

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Based on the relevant research that highlights the impact of pairing fiction and nonfiction texts around a specific theme or a topic for enhanced motivation and reading comprehension for English learners (ELs), this article describes ways to combine texts of various genres to promote ELs’ language and literacy development. A middle school example of a lesson on chocolate exemplifies how pairing a number of fiction and nonfiction texts supports differentiation and multiple opportunities for writing.

Blissymbolics is a semantically-based graphic language which was originally developed as universal channel of communication to promote world peace. Instead, this logical and unambiguous symbol system has been adopted as a communication-enhancement system for pre-reading non-speaking children, and it is now ranked as the most comprehensive and effective graphic system used within augmentative communication. Over the years, a number of multi-functional programmes designed to manipulate microcomputer- based assembly of Blissymbols have been developed. Although some of these applications have become rather popular, none of them is based on a mechanism which provides their users with a cognitive access to the stored symbol vocabulary. The present research was initiated and devised with an underlying goal to gain an insight into some of the most potent characteristics of Blissymbolics, and then, with the backing of the findings, offer a microcomputer-based interface featuring a cognitive technique designed to facilitate retrieval, manipulation, teaching and learning of Blissymbols.

PURPOSE: Parent-child reading allows parents to extend the walls of their home to introduce their children to novel places and scenarios, and is an important factor shaping language development. Accordingly, the parent-child reading practices characterizing the home literacy environment (HLE) offer rich potential to boost and diversify language input and exposure in early childhood, especially if parents use shared reading experiences to spark conversational dialogue around novel concepts. To date, it remains unclear how shared reading experiences may promote language interaction and development in early childhood for late talker children. Furthermore, the role of socioeconomic status (SES) in contribution to the relationship between language development and shared book reading interactions in early childhood remains understudied. Therefore, there is a need to further specify characteristics of shared reading practices and SES in relation to parent-child conversational interactions and child language abilities in early childhood. METHOD: 33 parent-child dyads (all mothers) of children classified as either late talkers (n = 15, 8 male) or typical controls (n=18, 9 male) were selected from an ongoing larger longitudinal study of language delay in collaboration with researchers at Northwestern University (PIs: Norton and Wakschlaug). Characteristics of parent-child conversational interactions during story book reading were assessed through language transcription and subsequent analysis of the quality and quantity of parent language input during these interactions. Parent language input measures and SES were evaluated for possible group differences between late talkers and typical controls, and subsequently examined as potential predictors of language status. RESULTS: Parental language input during shared book reading significantly differed among dyads of late talkers compared to typical controls, as indicated by mean length of utterance (MLU) in words, MLU in morphemes, moving average type token ratio (TTR), and number of different words. SES differences in parent education were also identified between groups. MLU in morphemes was found to significantly contribute to the prediction of language status in toddlerhood. CONCLUSION: Results suggest that the proximal factor of parent language input quality may be a more salient predictor of language development than the distal factors of SES for late talker children in particular. Findings highlight modifiable factors such as high-quality parent language input and shared book reading that have the potential to facilitate positive language outcomes for this population. These findings may lead to better guidance for adjustments that can be made within the HLE to improve language outcomes for late talker children.

Reading aloud can be viewed as an effective teaching strategy that allows pupils to improvetheir English language skills while also increasing their enthusiasm for learning and assistingthem in constructing their own reading paths. The purpose of this study is to investigateteachers' perceptions and experiences of reading aloud in English, as well as their opinions onthe effects that reading aloud has on pupils' language development. In this qualitative study,five English teachers who work in grades 1-3 in primary school participated. The interviewedteachers came from three different Swedish schools where the socioeconomic backgroundsvaried. The data was collected by conducting semi-structured interviews. This study'sfindings show that teachers had a favorable experience regarding the effects of reading aloudin the communicative classroom and believe it is beneficial to pupils' language development.However, the data revealed that reading aloud is only beneficial to pupils' languagedevelopment if they are given additional opportunities to participate in text-baseddiscussions. Furthermore, our study shows that engaging pupils in text-based discussionsincreased their interest in reading English literature independently. In this way, reading aloudallows pupils to express their thoughts and experiences, resulting in increased commitmentand motivation to learn. Outlining a well-designed plan for reading aloud that includesdiscussions was also shown to be beneficial for pupils' language development.

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Syftet med denna studie är att erhålla kunskap om hur förskollärare ser på barns möjligheter till språkutveckling i utomhusmiljön, samt hur de beskriver sitt arbetssätt för att främja barnens språkutveckling i utomhusmiljön. Intresset för att genomföra denna studie grundar sig i den ökade utevistelsen på förskolorna just nu på grund av rådande restriktioner under corona-pandemin.  För att kunna erhålla en förståelse för förskollärarnas perspektiv och beskrivningar har semistrukturerade intervjuer genomförts med sex förskollärare från tre olika förskolor. I resultatet framkommer att förskollärarna ser utomhusmiljön som en gynnsam miljö för barnens språkutveckling. Några av förskollärarna menar även att utomhusmiljön främjar språket mer än vad inomhusmiljön gör då upplevelserna gör att man samtalar mer och benämner fler saker i utomhusmiljön, vilket leder till ett större ordförråd. I utomhusmiljön menar de att man har mer tid till samtal som de aktivt försöker tillvarata och stötta barnen genom att vara närvarande och medupptäckande i sin förskollärarroll. De menar även att barnens intresse får ta större plats både i den spontana och planerade undervisningen, vilket ger barnen större inflytande över utbildningens innehåll. Studiens slutsats är att man fortsatt behöver reflektera över och diskutera hur man utnyttjar utomhusmiljön och dess språkutvecklande möjligheter, samt att detta arbete bör utvecklas och fortgå även efter corona-pandemins slut. / The purpose of this study is to gain knowledge about how preschool teachers view children's opportunities for language development in the outdoor environment, and how they describe their work to support children's language development in the outdoor environment. The interest in doing this study is based on the increased outdoor activities that are currently taking place in preschools, due to current restrictions during the Corona pandemic. Ta gain an understanding of the preshool teachers' perspectives and descriptions, semi-structured interviews were conducted with six preschool teachers from three different preschools. The results of the study show that preschool teachers see the outdoor environment as a favorable environment for children's language development. Some of the preschool teachers also believe that the outdoor environment promotes language more than what the indoor environment does as the experiences make you talk more and name more things in the outdoor environment, which leads to a larger vocabulary. In the outdoor environment, they believe that you have more time for conversations that they actively try to take advantage of and support the children by being present and co-discovering in their preschool teacher role. They also believe that the children's interest may take a bigger place in both the spontaneous and planned teaching, which gives the children greater influence over the content of the education. The study concludes that there is still a need to reflect on and discuss how to utilize the outdoor environment and its language development opportunities, and that this work should keep on being developed also after the end of the Corona pandemic.

The purpose of this essay is to examine how four of the teachers employed in Huddinge municipality look at the language developing aspects of their teaching, and how their views relate to the curriculum and the national and local syllabi of the subject Swedish within upper level of compulsory school and upper secondary school. The municipality's ambitions and aims with language development as a prioritized area functions as a background throughout the essay. The main issues concern the teacher's views on language development, their opinions about the course syllabi, the teachers' roles in relation to language development, and their attitude towards the Huddinge municipality's ambition to prioritize language development. Information has been gathered through semi-structured interviews with working teachers, and through analysis of the syllabus documents using a modified level-analysis model. The empirical material is related to several theoretical perspectives, such as socio-cultural perspectives on learning, and curriculum theory. The main results state that teachers very much emphasize the social and communicative functions of language, and also that reading is stressed as important for good language development. The curricula and syllabi are regarded as supportive tools; however they are not used very frequently in the everyday work. The municipality's ambitions regarding language development are known to the teachers, but they would like to see coordination on a municipal level when it comes to the various language development related projects within the municipality. The teachers also request more occasions for exchanging experiences and dialogue with others.

Syftet med denna studie är att bidra med kunskap om pedagogernas uppfattningar om vilken eventuell påverkan högläsning har på barns språkutveckling. I studien har det använts en kvalitativ metod där data samlades in genom intervju av fokusgrupper. Fokusgrupperna bestod av två till fyra personer som har kompetens inom ämnet som undersökts. Fyra av fem intervjuer har skett vid fysiska möten och en intervju genomfördes digitalt på grund av pandemin. Studiens frågeställningar är: Vad är pedagogens syfte med högläsningen i utbildningen? Hur upplever pedagoger högläsning i relation till barns språkutveckling? I vilken utsträckning görs barn delaktiga genom interaktion under högläsningssituationen? Data har analyserats utifrån begreppet literacy och barns språkutveckling som teoretisk ram, samt tidigare forskning.Resultatet visade att pedagoger i förskolan har god kännedom om hur högläsning påverkar barns språkutveckling men att det förekommer skillnader mellan förskolor och synen på högläsning.