I dagens samhälle finns det många ungdomar med utländsk bakgrund vilket leder till att utländska elever utgör en stor del av skolan, därav begreppet en mångkulturell skola. Detta ämne är aktuellt och för att kunna skapa oss en bild av hur elever och lärare känner för mångkulturell skola, samverkan och gemenskap. Detta arbete ger även en inblick på hur främlingsfientlighet tar sig uttryck i skolan. För att genomföra detta arbete har en kvalitativ metod använts i form av intervjuer. 10 elever och 4 lärare har intervjuats som underlag för resultatet. Dessa intervjuer hölls individuellt samt i grupp. Resultatet visar att lärare har en medvetenhet om vad det innebär att undervisa elever med utländsk bakgrund. Eleverna lyfter fram vikten av att lära sig svenska i skolan, och de lyfter även fram att det finns antaganden som grundar sig på att de är invandrare.

The aim of this paper is to investigate how teachers in Swedish schools abroad reason about their work developing the Swedish language as the students live in a non-Swedish speaking country although going to a Swedish school. Furthermore the study intends to examine the teachers' attitudes towards the impact the Swedish language has upon the school. Research questions: What thoughts do the teachers signify in reference to the language development of the students? How do the teachers reason about the role of the Swedish language in the school? In order to answer these questions, qualitative measures has been used in terms of observations and interviews. The study is based upon a social constructivist perspective with the idea that reality is socially constructed. I am inspired by Vygotskijs theories regarding children's language development which presents a socio-cultural perspective.  The result shows that the Swedish language has a great influence in school and that the teachers' attitudes towards the Swedish language is of major importance in order to encourage the students' language development. Teachers and the principal highlight the emphasis of working with the Swedish language since the students live in a non-Swedish speaking country and therefore mainly come in contact with it in the school or at home. The teachers' work actively to develop the students language skills through reading Swedish literature, producing own texts and consistently speaking Swedish.

Nata a PavlovićDireccionalidad en procesos de traducción colaborativa Un estudio de traductores noviciosResumenLa traducción hacia la segunda lengua (traducción L2) es una realidad en muchos ámbitos alrededor del mundo, en especial - aunque no exclusivamente - en aquellas culturas que utilizan una "lengua de difusión limitada". Incluso a los traductores cuyo idioma materno es una de las lenguas "mayores" se les está exigiendo cada vez con mayor frecuencia el trabajar a partir de su primera lengua (L1) hacia el inglés, el idioma que predomina en el mundo globalizante. Esto hace que la traducción L2 constituya una cuestión de creciente importancia para el profesional, convirtiendo asimismo la investigación sobre la traducción hacia la segunda lengua en un tema de mayor relevancia en la Traductología. El propósito del presente estudio era comparar los procesos de traducción L1 y L2 realizados por traductores novicios, con el fin de aislar las características que difieran en forma significativa según la dirección, con el propósito de desarrollar la enseñanza de la traducción. Con este objetivo en mente, el estudio pretende probar la siguiente hipótesis general: "Las traducciones L1 y L2 muestran algunas diferencias que pudieran ser atribuidas a la dirección de la traducción". En forma más específica, se ha planteado la hipótesis de que las traducciones L1 y L2 difieren no sólo en los productos, sino también en algunos aspectos importantes de los procesos de traducción. Por ello se han seleccionado las siguientes características como potencialmente significativas:· La cantidad y el tipo de problemas a los que se van a enfrentar los sujetos;· Las soluciones que van a considerar;· Las maneras en que van a evaluar las soluciones y tomar las decisiones finales;· Los recursos que van a consultar;· Las acciones/interacciones que van a llevar a cabo;· Los argumentos que van a utilizar para tomar decisiones;· La calidad de sus productos finales.El estudio fue concebido como un conjunto de experimentos que involucraban a traductores novicios - estudiantes universitarios que acababan de presentar su examen final de traducción. Todos los sujetos tenían el croata como primera lengua (L1) y habían estudiado inglés como segunda lengua previamente durante 12 años por lo menos. Se utilizaron para los experimentos dos textos de origen comparables de lenguaje general, uno en inglés y el otro en croata.El método para la recolección de los datos utilizados en los experimentos fue el "protocolo de traducción colaborativa", un tipo de informe verbal obtenido de las sesiones de traducción colaborativa (grupal). Las sesiones de traducción fueron grabadas con cámara de vídeo digital y posteriormente transcritas, mientras que para complementar los datos obtenidos de las sesiones de traducción, se utilizaron cuestionarios previos y posteriores a los experimentos. Para procesar los datos se utilizaron tanto el análisis cuantitativo como el cualitativo.Se pueden resumir los resultados de este estudio de la siguiente manera:· En las traducciones L1 y L2 de textos específicos de tipo general de dificultad comparable, se encontró que los traductores novicios se enfrentaban a cantidades y tipos de problemas similares en ambas direcciones de traducción.· La "fluidez" en la traducción L1 era mayor que en la L2, es decir, los traductores novicios se apoyaban más en recursos internos en el caso de la traducción L1 que en la traducción L2.· Los traductores novicios lograban productos de mejor calidad en sus traducciones hacia L1 que hacia L2.· El monitoreo del producto era más estricto en las traducciones hacia L1 que en las traducciones hacia L2.· La construcción del significado del texto de partida desempeña un papel importante en ambas direcciones de traducción.· Los traductores novicios preferían una cierta combinación de acciones/interacciones característica de su estilo de trabajo, sin importar la dirección de traducción.Se espera poder aplicar los resultados en la formación en traducción, en especial en aquellos ámbitos donde la traducción L2 se enseña a nivel universitario. Asimismo se espera que este estudio sea de utilidad para futura investigación sobre la direccionalidad, sobre la traducción colaborativa y - en forma más general - sobre los procesos de traducción.AbstractTranslation into the second language (L2 translation) is a reality in many settingsaround the world, especially - but not exclusively - in those cultures that use a"language of limited diffusion". Even translators whose mother tongue is one of the"major" languages are more and more frequently required to work out of their firstlanguage (L1) into English, the dominant language of the globalizing world. This makesL2 translation an increasingly important issue for the practitioner, and research on L2translation a very relevant topic for Translation Studies.In the past, prescriptive approaches to translation denounced the practice of L2translation as unprofessional or even impossible. As a result, L2 translation was untilrecently largely neglected both in translation theories and in research. Over the past tento fifteen years, however, the number of studies dealing with L2 translation has been onthe increase, with translation into the non-mother tongue even becoming the main topicof forums and conferences, and their subsequent publications (e.g. Kelly et al. 2003;Grosman et al 2000).The aim of this study is to compare L1 and L2 translation processes by novicetranslators, in order to isolate the features that differ significantly according to direction,with a view to improving translation teaching. To this end, the study sets out to test thefollowing general hypothesis: "L1 and L2 translation display some differences that canbe attributed to direction of translation". More specifically, it is hypothesized that L1and L2 translation differ not only in products, but also in some important aspects oftranslation processes. The following features are therefore selected as likely to berelevant:The number and type of problems the subjects encounter;The solutions they consider;The ways in which they assess the solutions and make final decisions;The resources they consult; The actions/interactions they take; The arguments they use in making decisions; The quality of their final products.The study is set up as a set of experiments involving novice translators -university students who have just passed their final translation exam. All the subjectshave Croatian as their first language L1, and have been learning English as their secondlanguage for at least 12 years. Two comparable general- language source texts, one inEnglish and the other in Croatian, are used in the experiments.The method of data collection used in the experiments is the "collaborativetranslation protocol," a type of verbal report obtained from collaborative (group)translation sessions. Four groups of three subjects are asked to translate the two texts,one into their L1 (L1 translation task) and the other into their L2 (L2 translation task).Collaborative translation (cf. Kiraly 2000a), albeit not typical of professional translationpractice, is nevertheless used in educational settings, and has been part of the subjects'translation training. The translation sessions are recorded by a digital video camera, andtranscribed. Pre- and post-experiment questionnaires complement the data from thetranslation sessions. Control experiments aimed at comparing collaborative andindividual translation are carried out with comparable subjects and involve choicenetwork analysis (cf. Campbell 2001) and integrated problem and decision reports (cf.Gile 2004).Both quantitative and qualitative analyses are used to process the data. Thefindings are expected to be applicable in translation training, especially in settingswhere L2 translation is taught at university level.

Högskolan i Gävle    Examensarbete C Akademin för utbildning och ekonomi   15 hp Lärarprogrammet     Vårterminen 2011 Titel: Språket i första eller andra hand? En uppsats om språkutveckling, modersmål och svenska som andraspråk.   Författare: Kajsa Hjelmblom Handledare: Daniel Pettersson Sammanfattning Studiens syfte är att undersöka om lärare i grundskolans tidigare år känner till hela skolans språkutvecklande uppdrag och ta reda på hur klasslärare arbetar med att främja elevernas språkutveckling. Syftet är också att ta reda på om arbetet med elevernas språkutveckling skiljer sig mellan skolor med få eller många elever med invandrarbakgrund samt att undersöka om det finns något samarbete mellan klasslärare och modersmålslärare. Studien är en kvantitativ studie i liten skala. Studien genomfördes med hjälp av en enkät som delats ut till klasslärare och modersmålslärare på två skolor, varav en skola har många elever med invandrarbakgrund och en skola har få. Uppsatsen belyser också hur barn utvecklar språk i hemmet och i skolan samt vad modersmål och svenska som andraspråk är. Resultatet visar att det finns varierande engagemang och kunskaper om hela skolans språkutvecklande uppdrag. Några klasslärare visar i enkätundersökningen att de är medvetna om vad det språkutvecklande uppdraget innebär medan andra inte känner till det. Resultat visar också att samarbetet mellan klasslärarna i studien och deras elevers modersmålslärare är nästintill obefintligt.   Nyckelord: Modersmål, svenska som andraspråk, språkutveckling och samarbete. / University of Gävle    Degree C School of Education and the Economy    15 hp Spring 2011 Title: The language in first or second hand? An essay on language development, native language and Swedish as a second language. Authors: Kajsa Hjelmblom Supervisor: Daniel Petterson Summary The purpose of this study was to examine if teachers in primary school are familiar with the school systems language development mission and observe how teachers are working with pupils' language skills. The aim is also examine whether the work with pupils' language skills differs between schools with few or several students with immigrant backgrounds and to look at whether there is collaboration between classroom teachers and home-language teachers. It is a quantitative study with a limited number of participants. The study was conducted using a questionnaire distributed to classroom teachers and home-language teachers in two schools, one school with several pupils from immigrant backgrounds, and a school with few. This paper also illustrates how children develop language skills at home and at school as well as description of what Swedish as a second language is. The results show that the commitment and knowledge of the school systems language development mission vary. The survey shows that some classroom teachers are familiar with what the language development mission is while others are not. Results also show that the cooperation between school teachers and home-language teachers almost is non-existing. Keywords: Native language, mother tongue, Swedish as a second language, language development and cooperation.

This essay is a combination of an interview, survey and an observation that involves seven different teachers and thirty-eight pupils in a school situated in a suburb of Stockholm. The purpose of my research is an attempt to give a picture of how a team of teachers in a primary school act together when teaching maths, as the majority of the pupils have another mother tounge than Swedish. Yet another purpose of this essay is to examine what possibilities this team of teachers have in trying to develop the Swedish language within other bilingual pupils and at the same time develop their math comprehension. I have chosen to initiate the theoreti-cal starting point through the points of Rodell-Olgac & Rönnberg & Rönnberg; these authors discuss the importance of language comprehension when it comes to developing ones math skills. I have reached the conclusion in my examination that it is important to raise the impor-tance of language comprehension within math-education. It is crucial that teachers need to create different kinds of working patterns and methods that are adapted accordingly to the learning-ability of the pupils. Thus, teachers also need to show great consideration to the cul-tural backgrounds, expectations, attitudes and feelings of their pupils.

View description: The purpose of this study is to investigate in what way the mother tongue language education integrates in a compulsory school activities and also which significance it has to the students who studies mother tongue language. My questions are following: How does the cooperation look like between mother tongue languages teacher, teacher and principal? How do students perceive the mother tongue language education? How does the mother tongue language education take place at the school? Method: This investigation is classified as a qualitative study and consists of theoretical points and empirical material such as interviews and observations.  Based on hermeneutic view of tradition which means that I interpret all my material. Results: My results of this study is that the mother tongue language education does not integrate with the other school activities and the mother tongue language teachers does not cooperate with other teachers or principal at this school. The reason for this is mainly because the mother tongue language teachers work situation. I´ve also seen that language has to do with the creation of a personal identity. The students who studies mother tongue language education is generally happy with this type of education but agrees with that they only can use their mother tongue language outside school and at the mother tongue language education. Ann Ludvigsson writes in her thesis about how important it with the cooperation between teachers and how that can be good for the students development (Ludvigsson 2009:19-22).

<p>Namibia is a country where the official language has been English since independence in 1990. There are different national languages in the country and a majority of the people do not have English as a mother tongue. Nevertheless, the language of instruction from fourth grade and onwards is indeed English. Consequently, for the majority of the population the education is in their second language. What this essay explores is the role English as a second language has as a medium of instruction and the implications it may have. It is a minor field study that was carried out with the help of a scholarship from SIDA (Swedish Agency for International Development Cooperation) and it took place in a school in Northern Namibia, April and May 2007. It is a qualitative study that explores the use of English among teachers and students as well as the transition from mother tongue instruction to English instruction and the implications that this can have for the quality of education. The reality of the Namibian students that have to study and perform in a second language is questioned and discussed from pedagogical and linguistic points of view. The results show that most pupils do not speak English before starting fourth grade. Furthermore, the sudden transition from mother tongue to English instruction creates some descent in the participation of the pupils and possibly in the learning, not only of the new language but also of the content subjects. As far as the teachers concern, there are positive but ambiguous opinions among them concerning English as a medium of instruction.</p>

This research is about different perspectives, offered by three mother tongue teachers, one principal and also featuring a representative from Skolverket, on the subject: teacher legitimation for mother tongue teachers, mother tongue teachers opportunity for competence education and the future of mother tongue education in Sweden. The theoretical framework is mother tongue language, globalization, the post-colonial theory, power and social inequality. A qualitative approach was used including five interviews taken place in Stockholm, the results does not however represent the whole country nor the community of Stockholm itself. The result shows that mother tongue teachers thinks the teacher legitimation does not mean anything regarding their already low-status. Even principal and representative from Skolverket express their concern towards the 'non-demand' for mother tongue teachers to get their legitimation and they feel there is a lack of ambition from decisonmakers to include the mother tongue teachers. As per today there is no higher education for mother tongue teachers leading towards an exam. Mother tongue teachers are worried about their future although principal and representant takes a bright outlook.

English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language. The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English teaching. The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their teaching. In the interviews reveals information about the teaching method which, in my opinion, indicates that, unconsciously, adapting their teaching when they have second language students. Furthermore, the study points out the importance of English as language of instruction when there is a more equal situation for all students regardless of language. Second langue students do not need to go through the Swedish language to be taught in English.

My study is about a preparation class in a selected municipality. It is based on the child¹s perspective, and it tries to highlight the school situation of new arrivals in a school where the majority of the pupils are of Swedish origin. The purpose of my study is to visualize how the education for newly arrived children is organized in the municipality, and to get an understanding of a range of student’s view of the schooling in the preparation class as an introduction to a regular class. To reach my goal, I have used qualitative methods, based on qualitative interviews. The interviews were made with six newly arrived pupils, and one interview was made with the deputy head of the school, which is in charge of immigrant education in the municipality. The results show that the four primary schools in the municipality have two preparation classes located in a school for year 1-5 and 6-9. The interviewed pupils are between 13 and 15 years old. The interview reveals deficiencies in different areas, concerning the newly arrived children. The pupils are relatively segregated in school and they have no opportunities to form relationships with other pupils, which can lead to stigma. The education is characterized by lower expectations, and it is not ideal for the children’s cognitive development. The pupils also receive mother tongue education, and a few of them get student consolation. Most of them prefer student consolation, where the education is in Swedish simultaneously with their native language. The mother tongue education is not yet suited to the pupils’ abilities and needs, and the teachers in mother tongue language have a lack of qualifications.