The purpose of this study was to describe and analyze the perceptions of mother tongue teachers regarding the effectiveness of teaching and various factors that may affect the effectiveness based on a phenomenological approach. For this purpose, ten interviews with mother tongue teachers were conducted. The results show that teachers have clear perceptions of what effectiveness is and use different methods to make teaching more effective. Three extensive categories that affect positively effectiveness were identified: personalized education, teacher leadership and motivation. The findings suggest that there are also factors that negatively affect effectiveness. These factors are teaching time and inappropriate scheduling, difficulty in forming reasonably large and homogeneous groups, inappropriate teaching facilities and lack of collegial learning. The results correspond to the latest research in the field. Overall, the results suggest the variety of perceptions about effectiveness and factors that can affect it.

Nästan en tredjedel av grundskolans elever har annat modersmål än svenska. De är berättigade en timmes undervisningstid på modersmålet per vecka trots att forskning visar att de tidiga språkfärdigheterna bör utvecklas på elevens starkaste språk. Syftet med föreliggande studie är att tillföra forskning genom semistrukturerade intervjuer om hur tre klasslärare och tre modersmålslärare beskriver sin undervisning och sin kommunikation sinsemellan för flerspråkiga elevers skrivutveckling. Sociokulturell teoribildning och transspråkande utgör studiens teoretiska ansats. Studiens resultat visar att klasslärarna beskrev skrivundervisning med fokus på semantiska och pragmatiska aspekter av språk medan modersmålslärarna fokuserade på fonologiska aspekter. Klasslärarna beskrev att flerspråkiga elever specifikt gynnas av att få samarbeta och få stöttning av klasskamrater. Fyra av deltagarna beskrev flerspråkighet som en resurs i lärandet och två av modersmålslärarna organiserar undervisning med flerspråkigt skrivande genom transspråkande. Modersmålslärarna var i högre grad nöjda med kommunikationen än klasslärarna. Klasslärarna önskade en förbättrad kommunikation och beskrev att kommunikationen påverkas av organisatoriska och tidsmässiga hinder. / Almost one third of elementary school students have a different mother tongue than Swedish. They are entitled to one hour of teaching time per week in the mother tongue, despite research showing that early language skills should be acquired in the student's strongest language. The aim of this study is to investigate through semi-structured interviews how three class teachers and three mother tongue teachers describe their teaching and their communication with each other for multilingual students' writing development. Sociocultural theory formation and translanguaging constitute the study's theoretical approach. The results of the study show that the class teachers described writing instruction with focus on semantic and pragmatic aspects of language while the mother tongue teachers focused on phonological aspects. The class teachers described that it is specifically beneficial for multilingual students to be able to collaborate and receive support from classmates. Four of the participants described multilingualism as a resource in learning and two of the mother tongue teachers organize instruction with multilingual writing through translanguaging. The mother tongue teachers were more satisfied with the communication than the class teachers. The class teachers wanted improved communication and described that communication is affected by organizational and time-related limitations.

Purpose: The purpose of this thesis is to investigate to what a few preschool teachers and mother-tongue teachers consider the influence mother-tongue training has on children. The thesis also looks into how these teachers cooperate and view about the mother-tongue training organization structure and what support mother-tongue teachers get in the concerned preschools. More specifically: What influences do three preschool teachers and three mother-tongue teachers consider that mother-tongue training has on the development of the children? Which support do the three mother-tongue teachers receive from the preschool principals and other preschool pedagogues in their work? - Is there any cooperation between them? In what way do the three preschool teachers and the three mother-tongue teachers think that the mother-tongue training organization structure affect the children’s status in the group? Method: In order to achieve a deeper understanding of the context, a qualitative method based on interviews and observations was employed and relied upon. Three preschool teachers and three mother-tongue teachers from two different preschools in the same municipality were interviewed to acquire answers to the questions concerned. Result: The result of this enquiry shows a direct and explicit comprehension that mother-tongue is immensely important for children’s development. Mother-tongue teachers believes that they are treated and accepted much better today than in foregone years and that there is better cooperation today between different concerned bodies. The result also indicates that the organization structure of the mother-tongue training can and do sometimes create problems in the child group. The child often does not gain entry to an ongoing activity/play when he/she comes back from mother-tongue training vis-à-vis often he/she is reluctant to leave their playmates and go away for a mother-tongue’s lesson. In order to avoid this problem it is imperative that preschools teachers put in a lot of energy and commitment to avert exclusion from play/activity after mother-tongue training. The interviewed teachers to this thesis claim also that the current organization structure of the mother-tongue training can be seen as division of groups just as much as the other division of groups in the regular organization. Children are used to the continuous division of groups in the preschools. The interviewed teachers are quite content and satisfied with the present organization structure but retain that there are certain areas which needs to be looked into and improved.

Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face?  The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance.  The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop.

The question that I would like to visualize, rethink and reassess is the relationship between the theoretical and practical knowledge in my profession. I work as a guidance counselor in the subject of mother tongue with newly arrived pupils. The aim with my essay is to process and stigmatize literary researches as well as my own theoretical and practical knowledge, thoughts, experiences and reflections. I am analyzing the profession of a guidance counselor and the everyday life in my situation as a mother tongue teacher. I stress the knowledge and abilities that are needed for a guidance counselor to analyze my own teaching methods on a deeper level. I hope that my experience, practical and theoretical knowledge can benefit colleagues in the same profession as me, and especially those who work with newly arrived students in Sweden. I have chosen to write this essay on the basis of my self-perceived events to analyze my own teaching methods for a better understanding. In my research, I came to the conclusion that both theoretical and practical knowledge are both equally as important in my profession. / Relationen mellan teoretisk och praktisk kunskap i mitt yrke som studiehandledare på modersmålet är fråga som jag vill synliggöra, ompröva och omvärdera. Syftet med min uppsats är att bearbeta och systematisera forskningslitteratur samt egna teoretiska och praktiska kunskaper, funderingar, tankar, erfarenheter och reflektioner. Jag synliggör de kunskaper och förmågor som behövs för en studiehandledare på modersmålet för att analysera min egen undervisning på en djupare nivå. Min förhoppning är att min erfarenhet, de praktiska och teoretiska kunskaperna kan bidra till kollegornas nytta inom samma yrke och i synnerhet de som arbetar med nyanlända elever. Jag har valt att skriva min uppsats i essäform med utgångspunkten i egenupplevda händelser och analysera detta med reflektioner över min egen yrkespraktik för att nå bättre förståelse. I min undersökning kommer jag fram till att teoretiska och praktiska kunskaper är lika viktiga i mitt arbete.