Abstract In my work on language development in preschool the purpose was to examine how and to what extent the pre-school supports children with special needs in their language development. Trough qualitative interviews with four preschool teachers, I wanted to see how they work with language development in preschool. In the study, Main questions asked in the inquiry : How do teachers and support children’s language development? What techniques, resources and tools available to facilitate language development?   The conclusion that I made from my inquiry is that the primary language stimulation methods teachers use to encourage children’s language development are rhymes telling, books reading and song singing based on active selection of pieces that match the children’s maturity level. And how they are using different language stimulation techniques Karlstad model, TAKK (Signs of augmentative and alternative communication) and TRAS (Early registration of language development) to promote children’s language development.   Keyword: Language development, language stimulation, treatment, communication, methods. / Sammanfattning I mitt arbete om språkutveckling i förskolan var syftet att undersöka hur och i vilken utsträckning förskolan stödjer barn i behov av särskilt stöd i sin språkutveckling. Genom kvalitativ intervju med fyra förskolepedagoger ville jag se hur dessa arbetar med språkutvecklingen i förskolan. I undersökningen utgick jag från frågeställningarna.   Hur arbetar och stödjer pedagogerna barns språkutveckling? Vilka metoder, resurser och hjälpmedel finns att tillgå för att underlätta språkutvecklingen?   De slutsatser jag har gjort av min undersökning är att det språkstimulerande arbete pedagogerna använder sig av är rim ramsor, böcker och sånger för att främja barns språkutveckling. Samt hur de tar hjälp av olika språkstimulerande metoder som Karlstad modellen, TAKK (Tecken som Alternativ och Kompletterande Kommunikation) och TRAS (Tidig registrering av språkutveckling) för att främja barns språkutveckling.     Nyckelord: Språkutveckling, språkstimulering, metoder, bemötande, Kommunikation och föräldrasamverkan

Det blir allt vanligare med stora barngrupper i förskolan och personaltätheten är ofta låg i relation till barngruppens storlek. Detta leder till att pedagoger i förskolan, upplever frustration när det gäller att uppnå förskolans uppdrag som innefattar att tillgodose varje barns behov för att främja deras utveckling. Syftet med vår studie är att belysa pedagogers utsagor, inklusive resonemang, om arbetssätt och organisation av verksamheten gällande individualisering av barns språkutveckling i förskolans stora barngrupper. Studien bygger på sex kvalitativa forskningsintervjuer med pedagoger som arbetar eller har arbetat med barn i åldern 3-5 år. Resultatet av vår studie visar att ett arbetssätt för att se den enskilda individen är att dela in den stora gruppen i mindre grupper. Ett annat arbetssätt är att i vardagssituationer möta barnen i samspel och dialog på den nivå de befinner sig. Den stora barngruppen kan hindra barnens språkutveckling på olika sätt som när det gäller barnens talutrymme och möjlighet till enskild tid med pedagogerna. Dokumentation och kartläggning hjälper pedagogerna att följa barnens individuella språkutveckling och att organisera verksamheten. Det är inte alltid gruppstorleken som bidrar till att pedagogerna inte kan möta alla barn utan konstellationen av gruppen kan vara minst lika betydelsefull. / Today, pre-schools are often associated with large children’s groups and the personnel are understaffed in relation to the size of the children’s groups. This results in, pedagogues feel frustrated that they do not have the time (and resources) to provide for every child’s need to support their development, which is one of the commissions of the pre-school. The purpose of our study is to illustrate a pedagogue reasoning on how to work in order to individualise 3- 5-year-old children’s language process in relation to the size of the children’s groups. The study is based on six qualitative interviews with pedagogues who work or have worked with children in the ages of 3 to 5 years old. This method is chosen in order to realise how teachers reflect on and act to notice and distinguish every child and their language process among the rest of the children. The results show that it is often easier to pay attention to every child when they are divided into several smaller groups. Another way is to interact with the child in ordinary situations in their own level of language development. The large group of children can stop their language process when it comes to their speech development and possibility of individual time with the pedagogues. Documentation helps the teachers to organise the way to work and thereby on how to follow every child’s individual language process. Something that can be of importance is that it is not always the size of the group that is the contributory cause for a pedagogue to take notice to every child and its needs but the composition of the group can also be determining.

When Sven Jerring passed away in 1979, he had been broadcasting for more than 55 years. He was the first true announcer; the first radio reporter. For decades, almost all important public events were broadcast to the Swedish public by Sven Jerring.The main object of this study has been to study Sven Jerring's broadcasting language over a period of some forty years in three different types of programme, thus to establish whether his use of language changed during that time, and whether differences exist with regard to the type of programme. Does his language progress from a more literary style to one of a more colloquial nature? The answer to this question was sought through the study of such aspects of usage that have traditionally been regarded as denoting a literary usage, and also through the study of usage in which a conflict exists between regional usage and Standard Swedish.The study of Jerring's language has been undertaken in the light of his own statements concerning language and the correctness of language. In an introductory chapter, his broadcasting language has been set against the general view of language in broadcasting circles.The study material consists of recordings taken from three types of programme that comprises elements of Jerring's repertoire over a long period: Barnens brevlåda (Bb) [Children's Letterbox], a programme in which Jerring reads from children's letters and in which children sing and perform; Vasaloppet (Vip) [The Vasa Race], a well-known cross-country skiing race held every year in Sweden; and football commentaries (Fo).The language used by the first radio announcers was correct and formally irreproachable. The announcer's pronunciation was regarded as being of great importance. Special haüäprov, voice tests, were employed as a means of ensuring that candidates for the job adhered to the accepted standard. New announcers seem not to have received any language councelling, whereas guest speakers did. The use of a script was the rule in all types of programme. Jerring was regarded highly by his colleagues for the painstaking preparatory work that he always did. The majority of his colleagues maintained that Jerring used key-words and occasional notes. His ability to improvise without losing the thread was stressed.In his statements concerning language, Jerring consistantly rejected vulgar forms, incorrect usage, and careless language usage.At first, Jerring used two pronunciation forms for the pronoun honom 'him': hânnâm (pronounced 3honom* with two short vowels) and honåm (pronounced 'huntom' with one long and one short vowel). The latter pronunciation does not appear in the material after 1944.The much-discussed subject pronouns de, di (pronounced 'dee*) and dom 'they' caused much trouble in broadcasting, the pronunciation dom being much questioned, despite the strong trend in colloquial usage to move from de to dom. Jerring was, during his entire career, a consistant di-user. The pronunciation of the object pronouns dem and dom 'them' both appear in his broadcasts from the 30's and 40's, whereupon dom becomes the only pronunciation.Jerring used to a surprisingly high degree the -es form of the present tense passive instead om the -s form. It is possible to discern a tendency in Jerring towards a gradual swing towards the -s form. Jerring often omitted the auxiliary verb ha 'have' in subordinate clauses. In the later material, the use of ha as auxiliary verb in subordinate clauses increases in the programme types Bb and Vip. Fo differs from Bb and Vip in the high frequency of incorrectly-constructed sentences (FelM). The incorrectness of these cases of FelM consists of the omission of the subject, which constitutes a natural economy with words in the style of commentary. Bb and Vip have a higher frequency of interjection macro-syntagms (IMS) and vocative macro-syntagms (TMS) than Fo.In conclusion, it may be stated that Sven J erring's broadcasting language did in some respects alter; the shift being towards a more informal and everyday usage. / digitalisering@umu

ABSTRACT THE RELATIONSHIP BETWEEN LANGUAGE AND READING IN BILINGUAL ENGLISH-ARABIC CHILDREN by Lama K. Farran This dissertation examined the relationship between language and reading in bilingual English-Arabic children. The dissertation followed a two chapter Review and Research Format. Chapter One presents a review of research that examined the relationship between oral language and reading development in bilingual English-Arabic children. Chapter Two describes the study that examined this same relationship. Participants were 83 third-, fourth-, and fifth-grade children who attended a charter school in a large school district in the Southeastern portion of the US. The school taught Arabic as a second language daily in the primary and elementary grades. This cross-sectional quantitative study used norm-referenced assessments and experimental measures. Data were analyzed using simultaneous and hierarchical regression to identify language predictors of reading. Analysis of covariance was used to examine whether the language groups differed in their Arabic reading comprehension scores, while controlling for age. Results indicated that phonological awareness in Arabic was related to phonological awareness in English. However, morphological awareness in Arabic was not related to morphological awareness in English. Results also revealed that phonological awareness predicted word reading, pseudoword decoding, and complex word reading fluency within Arabic and English; morphological awareness predicted complex word reading fluency in Arabic but not in English; and vocabulary predicted reading comprehension within Arabic and English. Further analyses indicated that children with high vocabulary differed from children with low vocabulary in their reading comprehension scores and that this difference was driven by children’s ability to read unvowelized words. Consistent with the extended version of the Triangle Model of Reading (Bishop & Snowling, 2004), the results suggest a division of labor among various language components in the process of word reading and reading comprehension. Implications for research, instruction, and early intervention with bilingual English-Arabic children are discussed.

The purpose of this study is to examine how two educators at a preschool that is located in a neighborhood south of Stockholm works with TAKK with children who has Down syndrome in a language promotion purposes. The aim is also to investigate what teachers think about using TAKK with children without special needs and children with Down syndrome. In this study, I used qualitative research methods. I've used both observations and interviews to get answers to my questions. The theories which I have used in this thesis is, socio-cultural perspective, including integration and segregated integration. In order to find out how the educators work with TAKK I have asked these questions: How do the educators work with TAKK with children with Down syndrome from a language development perspective? What do the educators express about using TAKK with children without special needs and with children who has Down syndrome? My conclusions to these questions are that the literatures I have read in many ways are consistent with how they work. They told me, among other things, that the use of TAKK is good for both the children with and without Down syndrome. Regarding to how they use TAKK in their everyday work I could see that they used TAKK on a daily basis in the routines at the preschool.

I samhället idag framkommer det allt fler barn som har någon form av språkstörning. Kunskapen bör därför hållas uppdaterad bland logopeder och talpedagoger med flera och att det även finns tillgång till stöd och hjälp för dessa barn. Kommunens översikt över behovet av hjälp är också viktigt för att barnen ska få de bästa möjliga förutsättningarna. Kommunen bör sedan göra det som krävs för att hjälpen för barn med språkstörning ska finnas tillgänglig i kommunen. I denna studie är vårt syfte att se vad det finns för hjälp för barn med språkstörning i olika kommuner och om hjälpen skiljer sig åt beroende på om kommunen är större eller mindre. Den frågeställning vi valt till denna undersökning är: Skiljer sig hjälpen åt för barn med språkstörningar i större respektive mindre kommuner och i så fall varför? Denna studie är kvalitativ och består av en strukturerad intervju. Frågorna har här bestämts i förväg och skickats ut till sju olika kommuner som är strategiskt utvalda. Den strukturerade intervjun har skickats iväg till kommunerna via mejl tillsammans med ett missiv efter ett telefonsamtal med oss där vi ville ha ett godkännande till att skicka frågeformuläret och missivet till dem. Resultatet visade på att större kommuner har språkförskolor medan mindre kommuner inte har inrättat några, men det visade också på att vissa större kommuner inte heller har någon sådan verksamhet. Resultatet visade också på att orsaker till att mindre kommuner inte har någon språkförskola är att barnantalet är för litet eller att de inte har så många barn med språkstörning i kommunen så att det skulle löna sig att ha denna verksamhet.

The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand. All teachers are talking about the mother tongue which they mean is the key to self-esteem and identity formation for these children.The Child-cares is experiencing various difficulties in the work with native language support; one thinks that it is difficult when the children sometimes have a stronger language than her. The second one is experiencing difficulties with the children in her language group because they speak a variety of dialects in the common mother tongue. The third child-care find it difficult when she does not get any verbal response from the children in her group.All child-cares feel finally accepted and feel a joy in the effort made for the children and their mother tongue. They think it's great and fun, and also feel that their children like that.

It is a fact that modern science and technology from the west has reached Africa through European languages. Historically, these languages have also served as the vehicles of formal education in Africa to the exclusion of Swahili and other local languages. The deficiency of African languages such as Swahili in scientific and technical registers is both artificial and historically understandable. Secondly, it is easily remediable given that the basic core of the said vocabulary is shared and international in nature (Alexandrie, 1961 ). Therefore such a deficiency should present no barrier to Swahili serving as a medium of instruction in higher education. Whereas English, German and French can boast of self-sufficiency in literature in all fields of study, Swahili is a relatively much younger language of education and lacks literature even in the most basic aspects of the language itself. This situation often forces lecturers in the universities teaching Swahili to undertake `translation´ of concepts or even loan words in order to communicate with their students. Therefore, quite often, lecturing in the Swahili medium entails being able to translate from English into Swahili because most of the material to be taught is sourced from English original publications. As far as the use of Swahili in teaching natural sciences and other technical subjects at the tertiary level is concerned, Chimera (1998) suggests that this should be done gradually as the language grows and develops in its technical domains. If Swahili is to develop and modernise, it has to be more liberal in expanding its technical and scientific domains. The two registers should more or less be of comparable size as is the case with English (Chimera 1998: 37). However, the question that naturally arises here is, how is this ideal to be achieved? Perhaps, by deciding to teach linguistics and literature in Swahili, East African universities want to face the terminological challenge and solve the problems as they occurred. After decades of experimenting, the time has come for all stakeholders to come to terms with the problem.

The development processes Taiwan¡¦s indigenous languages have gone through three hundred years of Foreign and Ethnic Chinese influence and assimilation. Languages belonging to Bu group of the western lowlands of Taiwan have mostly become extinct, there are only two or three languages belonging to this group that are worth listing. However even these few remaining languages are quickly dying out. From 1949 onwards beginning with the Republican (ROC) governments¡¦ promulgation and strict enforcement of National Language (Mandarin Chinese) education policies the number of speakers of Indigenous language groups sharply diminished, and with them a great amount of their language, cultural practices and cultural identity have also been lost. This is especially so in urban areas where members of indigenous group must compete in a multi-ethnic society where they are only exposed to the dominant language media outlets, the result being a worsening trend of these culture groups placed at a greater disadvantage and language development has become increasingly difficult. As a basis for Indigenous language groups continuing development in urban areas as well as saving and reinvigorating Indigenous languages and cultures on the brink of disappearing, it has now become an urgent topic if discussion to promote Indigenous cultural and linguistic development. This dissertation aims at promoting the languages and cultures of Indigenous people residing in urban areas from a strategic viewpoint in order to expand on the work of Indigenous language development. The content of this work will be roughly split between theory and practicum. In dealing with issues of theory we shall use sources from a wide body literature including historical data, government policies, and benefit factors taken from surveys and questionnaires that will be used to analyze variables. As for practicum, we shall proceed to use research methods of strategic promotion. We will also incorporate SWOT analysis to clarify the purposes of Indigenous groups in target municipalities and the most important problems therein. In the target municipalities of urban areas where Indigenous people reside we will seek to analyze our most important subject ---that being the problems faced by disadvantaged youth among Indigenous people in urban areas. As to the needs of entire groups and dealing with competitors we must implement mixed marketing strategies. There must also be a plan arranged from the standpoint of the public agencies that would imperatively promote the language development from urban areas to each tribal settlement.

<p>Det blir allt vanligare med stora barngrupper i förskolan och personaltätheten är ofta låg i</p><p>relation till barngruppens storlek. Detta leder till att pedagoger i förskolan, upplever</p><p>frustration när det gäller att uppnå förskolans uppdrag som innefattar att tillgodose varje</p><p>barns behov för att främja deras utveckling. Syftet med vår studie är att belysa</p><p>pedagogers utsagor, inklusive resonemang, om arbetssätt och organisation av</p><p>verksamheten gällande individualisering av barns språkutveckling i förskolans stora</p><p>barngrupper. Studien bygger på sex kvalitativa forskningsintervjuer med pedagoger som</p><p>arbetar eller har arbetat med barn i åldern 3-5 år. Resultatet av vår studie visar att ett</p><p>arbetssätt för att se den enskilda individen är att dela in den stora gruppen i mindre</p><p>grupper. Ett annat arbetssätt är att i vardagssituationer möta barnen i samspel och dialog</p><p>på den nivå de befinner sig. Den stora barngruppen kan hindra barnens språkutveckling</p><p>på olika sätt som när det gäller barnens talutrymme och möjlighet till enskild tid med</p><p>pedagogerna. Dokumentation och kartläggning hjälper pedagogerna att följa barnens</p><p>individuella språkutveckling och att organisera verksamheten. Det är inte alltid</p><p>gruppstorleken som bidrar till att pedagogerna inte kan möta alla barn utan</p><p>konstellationen av gruppen kan vara minst lika betydelsefull.</p> / <p>Today, pre-schools are often associated with large children’s groups and the</p><p>personnel are understaffed in relation to the size of the children’s groups. This</p><p>results in, pedagogues feel frustrated that they do not have the time (and</p><p>resources) to provide for every child’s need to support their development,</p><p>which is one of the commissions of the pre-school. The purpose of our study is</p><p>to illustrate a pedagogue reasoning on how to work in order to individualise 3-</p><p>5-year-old children’s language process in relation to the size of the children’s</p><p>groups. The study is based on six qualitative interviews with pedagogues who</p><p>work or have worked with children in the ages of 3 to 5 years old. This method</p><p>is chosen in order to realise how teachers reflect on and act to notice and</p><p>distinguish every child and their language process among the rest of the</p><p>children. The results show that it is often easier to pay attention to every child</p><p>when they are divided into several smaller groups. Another way is to interact</p><p>with the child in ordinary situations in their own level of language</p><p>development. The large group of children can stop their language process when</p><p>it comes to their speech development and possibility of individual time with the</p><p>pedagogues. Documentation helps the teachers to organise the way to work and</p><p>thereby on how to follow every child’s individual language process. Something</p><p>that can be of importance is that it is not always the size of the group that is the</p><p>contributory cause for a pedagogue to take notice to every child and its needs</p><p>but the composition of the group can also be determining.</p>