This essay presents research on the usage of pedagogical translanguaging in the teaching of English in lower primary schools in Sweden (grades F-3). The focus of the study is to research if and how pedagogical translanguaging is used in English teaching. The data was collected using a qualitative method. Through classroom observations, findings showed that the use of pedagogical translanguaging was recurrent in all six observations. The most common method of pedagogical translanguaging was the use of the first language to enhance pupils’ understanding and code-switching. This paper might help teachers that are struggling to uphold the old paradigm of target language only in foreign language learning but also opens up for a multilingual approach in other subjects.

Multilingualism is becoming the new norm in Swedish schools due to the growth of the Swedish population and increased immigration. Students learning English often find themselves with more than one language in their repertoire and they need a way to use it. The focus of this study is on the use of translanguaging strategies during English class in grades 1 and 3, and how teachers perceive the use of those strategies.  The background and definition of translanguaging, as well as previous studies including teachers’ attitudes and the advantages of translanguaging are presented. Data is collected through non-participating classroom observations and semi-structured interviews with teachers.  Findings of this study show that students tend to switch between English and Swedish during English class, with other languages used in the case of newly arrived students. Findings also show that the participating teachers have a generally positive perception on the use of translanguaging strategies in the English classroom.

Den här studien har för avsikt att ta reda på hur olika typer av problemlösningsuppgifter påverkar elevernas förmåga att rimlighetsbedöma sina lösningar och svar. Studien syftar också till att ta reda på hur elever relaterar till verkligheten när de löser olika typer av problemlösningsuppgifter. För att uppnå syftet med studien genomfördes en undersökning i flera elevgrupper i årskurs två (ålder 8 år). Resultatet på undersökningen visar att olika typer av problemlösningsuppgifter påverkar hur eleverna resonerar kring rimlighet. Resultatet från undersökningen visar också att olika typer av uppgifter påverkar hur mycket eleverna reflekterar över verkligheten. Det har även framkommit under studiens gång att det är väldigt viktigt att kunna uppfatta det muntliga resonemanget som eleverna för att kunna bedöma hur eleverna kommer fram till lösningar och svar. Mycket av förmågan att bedöma rimlighet framkommer endast genom muntliga resonemanget och är därför väldigt svårt att se i skrivna svar. / This study aims to find out how different types of problem solving tasks affect students’ ability to plausible evaluate their solutions and answers. The study also intends to find out how students relate to reality when solving different types of problem solving tasks. In order to achieve the purpose of the study, a survey was conducted in several classes with grade two students (age 8). The results of the survey shows that the type of problem solving tasks can partially affect the students’ ability to assess plausibility. The results of the survey also shows that different types of problem solving tasks, affect how much the students reflect to reality. During the study it also became clear that the oral reasoning is crucial to perceive in order to be able to assess how students come to solutions and answers. Much of the ability to assess plausibility emerges through oral reasoning and is therefore very difficult to detect in written answers.

The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.

Syftet med denna studie är att exemplifiera hur kombinationen av de didaktiska modellerna naturvetenskapliga kunskapsintressen och växelverkan, kan användas av lärare som stöd för att ge elever i årskurs 1–3 förutsättningar för att skapa naturvetenskaplig mening av kemiinnehållet i undersökande arbete. En didaktisk modellering har utförts, där vi har använt exemplifiering med inspiration av aktionsforskning som forskningsansats för att visa hur kombinationen av de didaktiska modellerna kan användas som stöd för att planera, genomföra och utvärdera undervisningen. Med ett cykliskt arbetssätt har vi med utgångspunkt i de didaktiska modellerna genomfört en didaktisk design och didaktisk analys. Modellerna har gett oss stöd för att planera och analysera undervisningen, där vi genomfört två undervisningscykler, med en tredje cykel påbörjad. Under genomförandet av undervisningen samlades data in med hjälp av ljudinspelning, som sedan transkriberades och analyserades. I resultatet presenteras vilka didaktiska val vi gjort samt vilka konsekvenser dessa val gett. Utfallet av de didaktiska analyserna visar hur kombinationen av de didaktiska modellerna hjälpte oss att göra didaktiska val samt reflektera över hur vi kunde ge eleverna stöd i att skapa naturvetenskaplig mening. Exemplifieringen visar att kombinationen av de två didaktiska modellerna kan ge lågstadielärare stöd i att planera, genomföra och utvärdera undervisning i undersökande arbete i kemi. / The purpose of this study is to exemplify how the combination of the didactic models Scientific knowledge interests and Interaction can be used by teachers to create conditions for pupils in grades 1–3 that can support their scientific meaning making of the chemistry content in inquiry-based learning. A didactic modeling has been carried out, where we have used exemplification inspired by action research as a research approach to show how the combination of the didactic models can be used as support for planning, implementing, and evaluating the teaching in inquiry-based learning. We have used the didactic models to perform a didactic design and didactic analysis, which helped us to plan and analyze teaching through a cyclic process where we completed two teaching cycles, with a third cycle started. During the lessons, data was collected using audio recording, which was later transcribed and analyzed. In the results we present the didactic choices we made and the consequences of these choices. The outcome of the didactic analyses shows how the combination of the didactic models helped us make didactic choices and reflect on how we could support the pupils in creating scientific meaning. The exemplification shows that the combination of the two didactic models can give lower primary school teachers support in planning, implementing, and evaluating the teaching in inquiry-based learning in chemistry.

RESUMÉ V ANGLICKÉM JAZYCE The diploma thesis is focused on parts of speech in the Czech language in the lower primary school. Its aim is to chart it on the general level, to introduce their definition, their historical background and the selection into the word-classes. The theoretical section introduces the parts of speech as the common part of the language. It describes them on basis of the syntactic, semantic and morphological division. That is needed for concrete introduction and realisation of the individual parts of speech. For each word class there is also briefly showed how they are presented in contemporary Czech language textbooks for the lower primary school. The practical part focuses on introduction of new methods of teaching parts of speech mainly through games and unconventional tools. The games contain rules, time management, tools and number of pupils involved. Furthermore., there are the interviews with the teachers of the concrete lower primary school who had got to test the games and tools and summarizes their opinions. KEY WORDS parts of speech, teaching, the lower primary school, unconventional approach to teaching, games, unconventional tools

This diploma thesis is focused on incorporating inquiry based mathematics education in lower primary school. The term inquiry based education has been defined and specific signs of this education in mathematics have been found. Some tasks leading to inquiry have been identified with the help of textbooks of Fraus publishing. These tasks have been used to create lesson plans for this kind of education. Chosen lesson plans have been applied in practice and the decision about their usability has been made. Results of these lessons have been described in the evaluation. Stated findings lay the ground for primary teachers to involve inquiry based mathematics education in their lessons.

This study centres on learning to read and methods for teaching reading skills. The aim is to provide a survey of the concept reading skills and the methods developed on the basis of different theories and the methods preferred when teaching children in primary school and why. The study is based on interviews with eight teachers who are working on a daily basis teaching Swedish in preschool class or lower primary school. The result of my study is that the majority of teachers do not use a specific method, but rather combine several different methods, thus adapting instruction to each individual pupil.

The implementation of the Creative and Performing Arts (CPA) syllabus at lower primary school level in Botswana has been carried out without paying due regard to all that should be in place. As a result, the implementation exercise has been hampered by some administrative and logistical problems. The content for Creative and Performing Arts as a curriculum subject draws from Western culture, primarily due to the proliferation of literary sources for such content. It has therefore been a matter of urgent concern to establish the extent to which local culture, in the form of indigenous musical arts, have been integrated into the syllabus. The methods employed in this study are qualitative. They include data collection by means of semi - structured interviews in focus group discussions, and content analysis of the syllabus document. The results of this research suggest that the indigenous musical arts in the Creative and Performing Arts syllabus content are generally representative of the culture of the Batswana. But the indigenous musical arts content in the Creative and Performing Arts syllabus could be representative of the indigenous culture of the Batswana to a much greater extent, especially as it al lows for the use of local resources and contains objectives that explicitly refer to the inclusion of the musical culture of a local community. Current limitations are mainly caused by the teachers ’ short comings in terms of appropriate teaching approaches and their vague under standing of the main concept that they should master, namely ‘integration’. The results of the study further indicate that teachers cover most of the indigenous musical arts in their lessons. The results also indicate that teachers are usually able to relate music with physical education, but are unable to integrate content as much as it is practicable due to lack of knowledge and skill on their part. On syllabus implementation, the results reveal that school administrators feel that they have not been duly recognized as key players in the implementation exercise. They suggest that specialization in the teaching of the various components of the Creative and Performing Arts be encouraged. They also suggest a review of the syllabus that would allow primary school teachers more input. As far as the teachers are concerned, the results reveal that, the implementation workshops they have attended have not been adequate in equipping them with the necessary skills to teach the subject. They, like the school heads, suggest specialization by teachers. They also suggest the following: a review of the syllabus and teaching and learning materials; provision of in-service training; close monitoring by the implementing authority, and the provision of resources. The conclusion reached is that the syllabus allows the teacher the freedom to draw as much as possible from the community, thus making learning more relevant to the learner. With regard to syllabus implementation, the implementation exercise is hampered by the absence of appropriate resources and facilities as well as the necessary support in the form of needs - oriented in-service training. Owing to lack of resources and in-service training that addresses specific needs, the teachers are not very effective in syllabus delivery. / Thesis (DMus)--University of Pretoria, 2008. / Music / unrestricted

<p>Циљ рада јесте да се на основу теоријско-<br />пројективне и емпиријске анализе теоријски<br />заснује систем наставе руског језика и то у<br />његовој препаративној, оперативној и<br />евалуационој димензији. Дато истраживање<br />усмерено је на сагледавање типолошких<br />одлика система наставе руског језика у<br />јединству његових конституенти у нижим<br />разредима основне школе и у том склопу<br />начела лингводидактичког обликовања свих<br />компонената макроструктуре уџбеника, при<br />чему није изостављена ни његова<br />метаструктура: приручници за наставнике и<br />радне свеске. Кад је реч о курикулуму,<br />имамо у виду све његове димензије, посебно<br />екстензитет, интензитет и редослед<br />наставних садржаја.</p> / <p>Cilj rada jeste da se na osnovu teorijsko-<br />projektivne i empirijske analize teorijski<br />zasnuje sistem nastave ruskog jezika i to u<br />njegovoj preparativnoj, operativnoj i<br />evaluacionoj dimenziji. Dato istraživanje<br />usmereno je na sagledavanje tipoloških<br />odlika sistema nastave ruskog jezika u<br />jedinstvu njegovih konstituenti u nižim<br />razredima osnovne škole i u tom sklopu<br />načela lingvodidaktičkog oblikovanja svih<br />komponenata makrostrukture udžbenika, pri<br />čemu nije izostavljena ni njegova<br />metastruktura: priručnici za nastavnike i<br />radne sveske. Kad je reč o kurikulumu,<br />imamo u vidu sve njegove dimenzije, posebno<br />ekstenzitet, intenzitet i redosled<br />nastavnih sadržaja.</p> / <p>The goal of this paper is to, on the grounds of<br />projective and empirical analysis, build the<br />system of Russian language teaching in its<br />preparational, operational and evaluational<br />dimensions. The research is oriented toward<br />comprehension of typological features of<br />teaching system within the sum of its<br />constituents in lower grades, as well as the<br />principles of lingvodidactic shaping of all the<br />components of macrostructure and<br />metastructure of a textbook, including teacher<br />manuals and workbooks. When it comes to<br />curriculum, the author kept in mind all of its<br />aspects, especially extensity, intensity and<br />sequencing of educational content.</p>