<p>Subject: The Teacher Training Programme, Degree Project in Educational Sciences</p><p>Södertörn University College</p><p>Autumn Term, 2006</p><p>This study titled, Those who feel worst, need help to feel better, is a Degree Project in Educational Sciences for the Teacher Training Programme at Södertörn University College. The purpose of this study is to find out how school introduction for newly arrived refugee children is organized in two schools, considering the fact that many refugee children can suffer from PTSD, Post Traumatic Stress Disorder. The study is qualitative, based on interviews with principals, teachers and students in one junior high school and one high school. The study also reviews literature and research on how to work with children who suffer from PTSD. The results show that lack of national policy for the school introduction and education of refugee children, leads to the fact that school introduction can vary from school to school. The lack of co-operation between the different units around the refugee child makes the school introduction much more difficult than it needs to be. But this is also a matter of resources, and how they are divided. Thus, many of the children in this study seemed to be happy with their time in the preparatory class. The results also show that problems occurred when the children started in their new class, where they had difficulties in catching up with their new classmates.</p>

Subject: The Teacher Training Programme, Degree Project in Educational Sciences Södertörn University College Autumn Term, 2006 This study titled, Those who feel worst, need help to feel better, is a Degree Project in Educational Sciences for the Teacher Training Programme at Södertörn University College. The purpose of this study is to find out how school introduction for newly arrived refugee children is organized in two schools, considering the fact that many refugee children can suffer from PTSD, Post Traumatic Stress Disorder. The study is qualitative, based on interviews with principals, teachers and students in one junior high school and one high school. The study also reviews literature and research on how to work with children who suffer from PTSD. The results show that lack of national policy for the school introduction and education of refugee children, leads to the fact that school introduction can vary from school to school. The lack of co-operation between the different units around the refugee child makes the school introduction much more difficult than it needs to be. But this is also a matter of resources, and how they are divided. Thus, many of the children in this study seemed to be happy with their time in the preparatory class. The results also show that problems occurred when the children started in their new class, where they had difficulties in catching up with their new classmates.

The purpose of this study is to understand how teachers in the preparatory class and regular class, in the meeting with newly arrived pupils, plan and carry out their teaching. This in order to facilitate social interaction and learning in the classroom, from an intercultural perspective. The examination was conducted through interviews with four teachers from the schools that I selected. The teachers gave their perspective on their approach to newly arrived pupils, through interviews. The result shows that the teachers have ambitions to start from the newly arrived pupils' own ideas and from their prior knowledge. They use these aspects as a starting point in the child's continued learning. You can see the tendencies of the intercultural approach in education that involves respectful responses that relate to the pupils' background, life and knowledge. The intercultural approach that largely pervades the teaching of the researched school allows the newly arrived pupils to have access to a school that accepts and respects them. The conclusion is that when these teachers educate, they use various teaching methods and they also offer each pupil the opportunity to gain knowledge and feel socially included. Teaching strategies that benefit the newly arrived pupils and that includes the pupil both educationally and socially in the classroom, has been described by every teacher. And the result shows that each pupil has individual abilities and needs for learning. The newly arrived pupils are included in the regular classroom with the other pupils, but yet they are excluded from the regular lessons because of teacher's teaching strategies that can be seen as flawed from an intercultural perspective. This result shows that the newly arrived pupils are prevented from participating in the didactic and the social inclusion in the regular classroom with the other pupils, which also can result in them falling outside and pointed out as different.

Abstract The aim of the study is to investigate how class teachers and Swedish L2 teachers perceive their work with recently arrived immigrant pupils in grades F to 3. Six teachers were interviewed about how they teach so that these pupils will achieve the target skills in Swedish as a second language in grade 3, and about their view of the integration of newly arrived pupils in the ordinary class and the preparatory class. In the study the teachers say that they lack shared guidelines for receiving newly arrived pupils and that the charting of the pupils is inadequate. The teachers prefer direct placement in the ordinary class because the pupils learn from others and improve in their zone of proximal development. The informants feel that they have sufficient training to teach newly arrived pupils and that working with them contributes to their professional development. The results of the study indicate that development-based teaching can benefit newly arrived pupils. The teachers say that they teach many words and concepts and use concrete material.

<p>Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family’s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education’s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply. In my survey, I have been paid from the tutors ' perspectives on how a grade or an assessment gives equivalent for students in a preparatory class and in order to few a better understanding to how man that teachers sets a grade or gives an equivalent judgement to students that possibly have difficulties to achieve the grade criteria in Swedish as a second languages, because of the language. The procedure in this work has been to interview different tutors that work in a preparatory class, from differently multicultural schools in municipality places in Stockholm. During the result account, the tutors' obvious replies are expressed on the basis of those interviews and research questions as been used as aids and that an important basis in order to can to implement this survey. The result in this survey is that students in a preparatory class not sheep a grade since they do not achieve the requirements for validated in Swedish as a second language without the students’ sheep instead a written judgement. This can cause misunderstandings between teachers and students, then the school has a grade criteria for students in a preparatory class's man knows that they cannot to achieve at the same time as these grade criteria is not any teachers strives after. This can contribute to that the students possibly sheep hopes about a grade when one actually know that they can’t because of the language does not have possibility to achieve.</p><p> </p><p> </p>

<p>I have chosen to write this essay on language development in a preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects. The purpose of this essay is to find out how to work with language development in a preparatory class. The focus of interest is to investigate how much the Swedish and the native language are used in class. My theoretical starting points will consist of theories of second language learning, language development, language switching and native language.</p><p>In my studies I have used the qualitative method in which I have observed in a preparatory class for three school days and have interviewed three teachers and four students.</p><p>The conclusion which I have found from my empirical material is that the teachers in the preparatory class work with language development by first and foremost providing security to their students in the classroom. When this security is created, their main tool for language development is constantly support in the native language in all subjects.</p>

Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family’s student in a preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a preparatory class have to achieve in the compulsory education’s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply. In my survey, I have been paid from the tutors ' perspectives on how a grade or an assessment gives equivalent for students in a preparatory class and in order to few a better understanding to how man that teachers sets a grade or gives an equivalent judgement to students that possibly have difficulties to achieve the grade criteria in Swedish as a second languages, because of the language. The procedure in this work has been to interview different tutors that work in a preparatory class, from differently multicultural schools in municipality places in Stockholm. During the result account, the tutors' obvious replies are expressed on the basis of those interviews and research questions as been used as aids and that an important basis in order to can to implement this survey. The result in this survey is that students in a preparatory class not sheep a grade since they do not achieve the requirements for validated in Swedish as a second language without the students’ sheep instead a written judgement. This can cause misunderstandings between teachers and students, then the school has a grade criteria for students in a preparatory class's man knows that they cannot to achieve at the same time as these grade criteria is not any teachers strives after. This can contribute to that the students possibly sheep hopes about a grade when one actually know that they can’t because of the language does not have possibility to achieve.

In a preparatory class are newly arrived students who have no or very little knowledge of the Swedish language. Some of the newly arrived pupils may have arrived in Sweden very recently and some of them have no or very limited understanding and experience of how the school system works in their country of origin. The purpose of this study is to find out how education in a selected preparatory class works seen from two SVA-teachers and students perspective.  Questions related to my purpose reads as follows: In which way can two of the SVA-teachers respond in a selected preparatory class to their group of newly arrived students? What methods can be used by the two SVA-teachers in a selected preparatory class to their group of newly arrived students' language learning? How does the newly arrived student in a selected preparatory class experience their education and friendship? The study was conducted through a qualitative approach in a selected preparatory class in a multicultural school in a suburb in southern Stockholm. Through observations on six separate occasions as well as interviews with two of the SVA- teachers in the selected preparatory class, and with three of the newly arrived pupils during a period of three weeks. The results of this study show that in the selected preparatory class, one is actively working to learn the Swedish language and to create a structural learning environment based on trust and friendship. The results also show how easily the structure may fall apart when some teachers lack training in Swedish as a second language, also because of insufficient resources and inadequate guidelines in the selected preparatory class, for the reception of the newly arrived students in school activities for the chosen study area.

I have chosen to write this essay on language development in a preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects. The purpose of this essay is to find out how to work with language development in a preparatory class. The focus of interest is to investigate how much the Swedish and the native language are used in class. My theoretical starting points will consist of theories of second language learning, language development, language switching and native language. In my studies I have used the qualitative method in which I have observed in a preparatory class for three school days and have interviewed three teachers and four students. The conclusion which I have found from my empirical material is that the teachers in the preparatory class work with language development by first and foremost providing security to their students in the classroom. When this security is created, their main tool for language development is constantly support in the native language in all subjects.

The aim of this study was to get insight into refugee children’s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant’s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children’s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction. The study is based on the qualitative interviews of four refugee children attending the class 7 and 9, two girls and two boys. The result of the study has been analyzed with a sociocultural- narrative- and a hermeneutic perspective in order to answer the study’s questions. The study shows that the refugee children experienced the time in the preparatory class as positive. They partially developed their Swedish language and felt a strong belonging and solidarity towards their class mates. The transition from the preparatory class to the ordinary class is described as partially problematic, as they felt that they were partly socially excluded. The refugee children’s descriptions of the school situation can be interpreted as pedagogical and socially exclusion. A conclusion from this shows that preparatory classes activity must be more reflect upon how the newly arrived experience their situation in school. A development is needed and the school staff need to reflect upon their tutoring and what approach that needs to be used on the newly arrived.