Detta arbete belyser ämnet Svenska som andraspråk (Sva) genom fyra kvinnliga Sva-lärares upplevelser av hur deras kunskaper i Sva-ämnet beaktas av andra ämneslärare och rektorer. Studien genomfördes på ett högstadium och ett gymnasium i två olika kommuner. Förestående studie har en kvalitativ ansats innefattande inspelade intervjuer där intervjuaren utgick ifrån en intervjuguide. Resultaten pekar på likartade upplevelser hos alla fyra informanterna, nämligen att deras kunskaper i Sva inte utnyttjas av andra ämneslärare samt att det föreligger ett ointresse/okunskap hos såväl andra lärare och rektorer, som hos föräldrar och elever om Sva-ämnet. Samtidigt upplever informanterna att deras kunskaper behövs, men att det i nuläget inte förekommer något samarbete. De skolor som denna studie berör visar på en organisation som inte har en tydlig struktur kring hur flerspråkighetsundervisning bör bedrivas.

Magister Educationis - MEd / South Africa in the past-apartheid era has undergone a series of curriculum changes that collectively have not yet yielded the desired results. Evidence of this is to be found in the continued low pass rates and poor performance in the annual National Senior Certificate (Grade 12) examinations, including the subject English as a First Additional Language (EFAL). Apart from language policy considerations, reasons related to the teaching approach used in EFAL may have a bearing on the results.The Revised National Curriculum Statement (RNCS) recommends the use of a text-(genre) approach, alongside a communicative approach, to the teaching of languages in schools to replace the old content-based methods with their aims and objectives. While the old curriculum did advocate communicative language teaching, the addition is a text-based approach. This study focuses on investigating the various approaches teachers employ in the teaching of English writing and specifically seeks to identify the extent to which a text-based approach is realized in the teaching of EFAL in Grade 9 in two schools in the Western Cape. The study does so, amongst other ways, by analysing the various texts learners are exposed to in English lessons and taking note of how teachers introduce and negotiate the different stages of writing. This study uses genre theory and Systemic Functional Linguistics (SFL) in combination with social constructivist approaches to language learning. This theory is based on the premise that language is functional and cannot be detached from the social context of the learner.A qualitative research paradigm is used and the study is underpinned by interpretive theory.According to Richards (2003), qualitative research is the study of human action in its natural setting in the context of people’s daily lives. In this case the school classroom has to function as the natural setting. The qualitative data collection instruments for this study include interviews,(particularly open-ended interviews), classroom observation schedules and audio recordings. The teaching processes in the classroom and interview sessions are recorded.The research participants for this study were two qualified English teachers. Secondly, samples of notebooks including class exercises of a selected numbers of learners of English Language in Grade 9 were collected for analysis with regard to the implementation of a text-based approach.The findings revolve round the themes derived from the analysis chapter, and are expected to provide ways of promoting the teaching of English using this approach. They reveal that the teachers in this study do not have sufficient understanding of the theories that underpin the teaching of writing in the English FAL curriculum. They attend to the use of text-based approach superficially but they apply other teaching strategies in their lessons during the teaching of English as a first additional language. The study concludes by summing up the main findings,and by spelling out some implications for further research.

Den svenska skolan har under senare år tagit emot många elever från andra länder, vilket ställer nya krav på lärares kompetens inom andraspråksundervisning. Denna studie undersöker klasslärares strategier, anpassningar och förhållningssätt inom undervisningsområdet grammatik, när de har elever med svenska som andraspråk i klassen. Texten redogör för aktuell forskning på området och därefter presenteras yrkesverksamma lärares bild av situationen. Resultatet har sedan tolkats utifrån ett funktionellt perspektiv på språkinlärning. Genom studiens intervjuer och observationer har det visat sig att de tillfrågade lärarna har olika kunskap och erfarenhet om effektiva metoder för att utveckla andraspråkselevers grammatiska färdigheter. De är dock ense om att ett andraspråks grammatik utvecklas som bäst i sociala sammanhang och de är alla influerade av ett funktionellt perspektiv på undervisning. / In recent years, the number of pupils from abroad in the Swedish school system has increased dramatically. This has led to a larger demand for teachers qualified in second language acquisition. This study investigates strategies, adaptions and the approaches of teachers with second language learners in their class, while teaching Swedish grammar. The study takes a look at current scientific thought on second language acquisition and also investigates working teachers’ views on the situation presented. All of this is with a view towards a functional perspective on language learning. Through interviews and observations in this study it has been shown that these teachers have different experience and knowledge about how to help second language learners to develop their grammatical skills. However, they all agree on the importance of a social context for language learning and they are all influenced by a functional perspective in teaching.

The extent to which Swedish learners of English master the formulaic language of greetings and their responses has not been well researched over the years. This study aims to fill the gap by examining how 66 Swedish senior high school students respond to two question-based English greetings: the formal “How are you?” and the informal “What’s up?”. To enable a comparison with greeting responses produced in the native language, another 28 students were greeted in Swedish, with the corresponding phrases “Hur står det till?” and “Läget?”. In addition, 217 students were asked via a questionnaire about their opinions on the most appropriate greeting responses, as well as what greeting phrase they would prefer to use if they were the ones who greeted first. The results indicate that Swedish students have no problem with understanding the formulaic nature of greetings; thus, the high frequency of “pragmatic failure” which has been seen among Polish students greeted with “How are you?” was not found in this study. However, the Swedish students responded somewhat differently than what has been observed in earlier research on native English-speakers, and the answers often came after a moment of hesitation. Swedish students failed to produce responses to the English greetings (especially to “What’s up?”) in an automatic, native-like way. Moreover, the students claimed in their answers to the questionnaire that an appropriate response to “How are you?” and “What’s up?” should include a “thanks” or a “thank you”, but this politeness marker was absent in almost all the cases in the field study.

Syftet med studien är att ge en inblick i hur engelsklärare för årskurs 4–6 anpassar undervisningen utifrån elevernas nivåskillnader. I den här kvalitativa intervjustudie har nio engelsklärare i årskurs 4-6 från Sverige beskrivit sina upplevelser kring hur de upplever nivåskillnader inom muntlig kommunikation i det engelska klassrummet samt hur de anpassar sin undervisning utifrån nivåskillnaderna. Intervjuerna har sedan transkriberats och analyserats med hjälp av en tematisk analys och därefter sammankopplats med tidigare forskning och teorier. Resultatet visar att nivåskillnaderna gör undervisningen utmanande men rolig för lärarna. Gällande anpassningar ansåg läroboken kunna nyttjas som grund men för att kunna utmana och inkludera alla elever behöver de använda sig av differentierade uppgifter. Orsaken till nivåskillnaderna ligger i hur elever interagerar med språket på deras fritid. De elever som ägnar sig åt internet, läser engelska på fritiden eller har föräldrar som är bekväma med att använda engelska är ofta på en högre nivå än de andra. / The purpose of the study is to provide an insight into how English teachers for grades 4–6 adapt the teaching based on the students' level differences. In this qualitative interview study, nine English teachers in grades 4-6 from Sweden have described their experiences of how they experience level differences in oral communication in the English classroom and how they adapt their teaching based on the level differences. The interviews were then transcribed and analyzed using a thematic analysis and then linked to previous research and theories. The results show that the level differences make the teaching challenging but fun for the teachers. Current adaptations were considered by the textbook to be used as a basis, but in order to be able to challenge and include all students, they need to use differentiated tasks. The reason for the level differences lies in how students interact with the language in their free time. Students who engage with the Internet, read English in their spare time, or have parents who are comfortable using English are often at a higher level than the others.

Detta projektarbete har utförts som en del inom projektet ”Mulder – Döva nyanländas flerspråkiga situation i Sverige” vars syfte är att undersöka vuxna döva nyanländas språkinlärning. Projektarbetet fokuserar på teckenanvändningen hos döva nyanlända i Sverige. Inom arbetet har kvantitativa såväl som kvalitativa analyser på nyanländas teckenanvändning gjorts. Först analyseras antal och fördelning av olika teckentyper i svenskt teckenspråk (STS): lexikala tecken, avbildande tecken, pekningar, bokstavering, gester och även användningen av internationella tecken eller tecken från sitt eget hemland. Sedan studeras variationen i teckenval hos lexikala tecken samt handformstyp inom avbildande tecken. Döva nyanländas bakgrund såsom tillgång till teckenspråk sedan födseln och utbildning är högst varierande och därför har informanterna delats in i tre grupper för att jämföra dessa gruppers teckenanvändning. Deras resultat har sedan även jämförts med data från förstaspråksanvändare från en tidigare studie.     Resultatet från den kvantitativa analysen visar att döva nyanlända producerar betydligt fler avbildande tecken jämfört med förstaspråksanvändarna som visar en något högre produktion  av lexikala tecken och bokstavering. Döva nyanlända tenderar också att producera fler gester och tecken som inte är från STS, det vill säga internationella tecken eller tecken från sitt eget hemland. När det gäller användningen av pekningar visar det sig vara ganska jämt mellan döva nyanlända och förstaspråksanvändare. Resultatet från den kvalitativa analysen visar att fonologiska variationer i tecken förekommer hos döva nyanlända och att det kan bero på transfer från döva nyanländas förstaspråk. Valet av tecken och handform kan bero på graden av ikonicitet och döva nyanländas språkliga och kulturella bakgrund. Dessutom visar dessa resultat att det förekommer skillnader gällande teckenanvändning inom de tre grupperna beroende på deras bakgrund och utbildning, som också berörs i denna studie.  Slutligen visar projektarbetet att döva nyanländas tidiga tillgång till teckenspråk och utbildning har betydelse för språkinlärning. / This degree project has been carried out as part of the project "Mulder - Deaf migrants’ multilingual situation in Sweden". The purpose of that project is to investigate language learning in adult deaf migrants. The project focuses on the use of signs by deaf migrants in Sweden. Both quantitative as well as qualitative analyzes of deaf migrants’ use of signs have been made in this project. First, the number and distribution of different types of signs in Swedish Sign Language (STS) were analyzed: lexical signs, depicting signs, pointing, fingerspelling, gestures and also the use of International Sign or signs from their own home country. Then the variation in choice of sign in lexical signs as well as handshape types within depicting signs was studied. The background of deaf migrants such as their access to sign language since birth and education is highly varying and therefore they have been divided into three groups to compare these groups use of signs. Their results have also been compared with data from first language users in a previous study.     The results from the quantitative analysis show that deaf migrants produce significantly more depicting signs compared to first language users who show a slightly higher production of lexical signs and fingerspelling. Deaf migrants also tend to produce more gestures and signs that are not from STS, that is, International Sign or signs from their own home country. When it comes to the use of pointing, it turns out to be fairly even between deaf migrants and first language users. The results from the qualitative analysis show that phonological variations in signs occur in deaf migrants and that this may be due to transfer from their first language. The choice of sign and handshape may depend on the degree of iconicity and the linguistic and cultural background of deaf migrants. In addition, these results show that there are differences within the three groups as well, regarding use of signs, depending on their background and education, which is also discussed in this project. Finally, the project shows that deaf migrants' early access to sign language and education is important for language acquisition.

Syftet med studien är ge ett kunskapsbidrag om hur några gymnasielever upplever att deras flerspråkighet inkluderas i svenskundervisningen för att främja språkutvecklingen. För att uppnå syftet har följande frågor besvarats: Hur upplever de inrikes- och utrikesfödda eleverna sin flerspråkighet och hur talar de om sin flerspråkighet? Vilka språkliga aspekter upplever de inrikes- och utrikesfödda eleverna påverkar inlärningar av det svenska språket? Hur upplever de inrikes- och utrikesfödda eleverna att deras flerspråkighet tas tillvara i svenskundervisningen? Studien tar sin utgångspunkt i den sociokulturella teorin där språket har en viktig funktion för elevernas inlärning. Undersökningen bygger på självrapporter och intervjuer i fokusgrupper. Studien inleds med en förundersökning där självrapporterna inhämtar förkunskaper och bakgrundsinformation om eleverna medan intervjuerna utgör den material som presenteras i resultatet. Det innebär att intervjuerna har en framträdande roll i studien. I resultatet framgår det att elevernas flerspråkighet är både en resurs och ett hinder i svenskundervisningen. Vidare synliggörs det i studien att ordförrådet och grammatiken är de främsta faktorerna som påverkar elevernas språkutveckling. Enligt eleverna blir de mer engagerade och motiverade till att lära sig svenska när deras flerspråkighet tas tillvara i undervisningen. Det innebär att elevers flerspråkighet främjar språkutvecklingen. / The aim of the study is to give knowledge about how some high school students perceive their multilingualism to be included when learning the Swedish language in order to encourage their language development. In order to achieve this purpose these questions have been answered: How do the native-born and foreign-born students experience their multilingualism and how do they speak regarding their multilingualism? Which aspects of language do the native-born and foreign-born students perceive to affect their learning of the Swedish language? How do the native-born and foreign-born students perceive their multilingualism to be utilized in Swedish language education? The study is based on the sociocultural theory where the language has an important function for students learning. The survey is based on self-reports and interviews in focus groups. The study begins with a preliminary investigation where the self-reports gather prior knowledge and background information about the students while the interviews constitute the material presented in the results. This means that the interviews have a prominent role in the study. The results show that students' multilingualism is both a resource and an obstacle when learning the Swedish language. Furthermore, the study makes it clear that the vocabulary and grammar are the main factors that affect the students' language development. According to the students, they become more engaged and motivated to learn Swedish when their multilingualism is being utilized in their education. This means that students' multilingualism promotes language development.

abstract: Computer assisted language learning (CALL) has become increasingly common as a means of helping learners develop essential skills in a second or foreign language. However, while many CALL programs claim to be based on principles of second language acquisition (SLA) theory and research, evaluation of design and learning outcomes at the level of individual CALL exercises is lacking in the existing literature. The following proposed study will explore the design of computer-based vocabulary matching exercises using both written text and images and the effects of various design manipulations on learning outcomes. The study will use eye-tracking to investigate what users attend to on screen as they work through a series of exercises with different configurations of written words and images. It will ask whether manipulation of text and image features and combinations can have an effect on learners’ attention to the various elements, and if so, whether differences in levels of attention results in higher or lower scores for measures of learning. Specifically, eye-tracking data will be compared to post-test scores for recall and recognition of target vocabulary items to look for a correlation between levels of attention to written forms in-task and post-test gains in scores for vocabulary learning. / Dissertation/Thesis / Masters Thesis English 2019

The purpose of this study was to increase our knowledge of how upper-secondary English teachers in Sweden work to ensure that students who are socially passive reach the learning objectives regarding oral proficiency in the English subject. The study explores how six English teachers interpret the underlying factors causing students to be passive in English class, and what they do about this. The data consists of semi-structured interviews which were transcribed and analyzed using thematic analysis. The findings show that even though the interviewed teachers could agree that it is important to identify the reasons why some students show a passive behavior in class, this is not always possible in practice. Furthermore, the teachers seem to have developed some strategies to ensure that the concerned students reach the learning objectives. In addition, they agree that the socially passive students should be able to reach the targets despite their passivity. Despite this, the teachers also express a need for continued education in this regard. In particular, teachers who graduated recently and have limited experience are finding it more difficult to deal with students who are unwilling to participate in second language learning, which causes a situation where some students may not get the help they need to develop the desired language skills.

Detta arbete är en kunskapsöversikt över hur lärare kan motivera sina elever att hitta viljan attprata engelska i klassrummet med hjälp av sina engelsklärare. Syftet med denna studie är attta reda på vad forskningen säger om vilka metoder som är framgångsrika att använda iklassrummet, och mer specifikt, att besvara frågeställningarna: “Hur motiverar engelskläraresina elever att hitta viljan att prata engelska i klassrummet? samt “Vad är framgångsrikt attanvända i klassrummet? För att besvara frågeställningarna och uppnå studiens syfte har visystematiskt tagit fram, analyserat och sammanställt vetenskapliga studier om ämnet. Våracentrala begrepp i kunskapsöversikten är följande: engelska som andraspråk, WTC (Viljan attkommunicera), lärandemetoder, klassrumsmiljö och motivation.Vårt resultat mynnade ut iåtta stycken tematiserade underrubriker: WTC (Viljan Att Kommunicera), de sex faktorernasom påverkar språklärares WTC, kommunikationsstrategier, lärandemetoder, klassrumsmiljö,lärarkompetens, motivation/demotivation och elevinflytande. Vi kommer i vårtexaminationsarbete II att samla in empirisk data om hur elever i mellanstadiet årskurs 4-6undervisas i att prata engelska i klassrummet. Vi kommer med hjälp av intervjuer ochobservationer med både lärare och elever samla in ett underlag om vad de anser vara deviktigaste komponenterna i att finna motivation i att lära sig prata engelska i klassrummet.