The aim of this study is to investigate the factors ethnicity and social class and how this affects the language development of elementary school students. To be able to fulfill our purpose with this study, we have selected one question to be answered. The following question is: "How can teachers contribute to language development teaching for students with different ethnicities and social classes in the society?". Our information was gathered from two databases with scientific articles accessible for us students in Malmo University. We have used databases Eric ProQuest and ERIC EBSCO. The searching was done in English for a successful finding of relevant sources and a literature search in survey has been done in the Malmo University's library and well-known researchers. The result, conclusion and discussion has shown that second language students in a low social class have poorer conditions and opportunities for improved language development compared to students in a high social class background. This study also shows that these students have a tendency to lack Swedish language knowledge due to low social class in the family background. The result, conclusion and discussion mostly shows that teachers have a hard time to meet second language students of different social class backgrounds in the best way for their language development. Research in the result chapter shows that social class and ethnicity should be taken into account by teachers in their pedagogical planning. In the socially oriented subjects, teachers should higlight the two factors and neutralize them in the teaching. From this, teachers should keep in mind that the two factors can affect students' language development and hence apply this complexity to the didactic question "who?". To prevent differences in the classroom, can genre pedagogy be a solution to include all pupils to encourage language development, regardless of social or ethnic background in the classroom.

Upplevelser med hjälp av kroppen och användningen av olika sinnen är betydelsefullt för människans lärande. Inlärningsprocessen kan implementeras och förstärkas genom utomhuspedagogik. Trots lärares medvetenhet av effekter av utomhuspedagogiken är detta inte något som används allt för flitigt i dagens skola och frågan är varför? Hur kommer det sig att lärare väljer att stanna innanför klassrummets fyra väggar och undervisa? Vad är det som hindrar lärare att ta sig utanför klassrummet och undervisa i en utomhusmiljö? Syftet med studien är att bidra med ökad kunskap om utomhuspedagogikens svårigheter, möjligheter och effekter. Studien riktar sig mot mellanstadielärare i en mindre kommun i södra Sverige som undervisar i SO-ämnen. Två forskningsfrågor besvaras i resultatet som är följande; Vilka möjligheter och svårigheter kan So-lärare uppleva i arbetet med utomhuspedagogik? och Vad anser SO-lärare underlättar användningen av utomhuspedagogik? Studien utgår från Szczepanskis (2007) teori som belyser platsbaserat lärande där en människa lär i samband med kroppen och alla sina sinnen. Att få undervisning utomhus kan bidra till goda effekter på elevers lärande, bland annat handlar det om att elever får aktivera sig fysiskt och vara i en miljö som bidrar till en god hälsa. Genom att lämna en strukturerad klassrumsmiljö och få möta en ostrukturerad utemiljö lär eleven sig genom helhetsupplevelser. För att besvara studiens forskningsfrågor har sex mellanstadielärare med inriktning på SO-ämnena intervjuats genom semistrukturerad intervju. Med utgångspunkt i studiens syfte och frågeställningar formulerades resultatets huvudrubriker; utomhuspedagogikens svårigheter, utomhuspedagogikens möjligheter och främjande arbete. I resultatet framkom det att placering av skola, planering, tid, kompetens och läroplan har en stor betydelse för användandet av utomhuspedagogik i SO-ämnena. Det framkom även att skolledning och kollegialt arbete har en betydelse för att utomhuspedagogik ska vara genomförbart. / To physically experience and use different senses is valuable for the learning process. The learning process can be implemented and enhanced through outdoor pedagogy. Despite the awareness of the teacher regarding the positive effects of outdoor pedagogy, the method is not used extensively, which is questionable. Why do teachers decide to solely stay inside the classroom and teach? What is hindering the teachers to utilize the many advantages that comes with implementation of outdoor pedagogy? The purpose of this study is to contribute to the knowledge concerning the outdoor pedagogy and its possibilities, difficulties and effects. The study is delimited to intermediate stage teachers in a smaller municipality in the southern of Sweden teaching within the social science subjects. Two research questions are answered in the result which is as follows; What possibilities and difficulties does social science teachers experience when working with outdoor pedagogy? and Which aspects is considered to ease the implementation of outdoor pedagogy? These research questions are answered and discussed in the result section. The study has its base in the theory by Szczepanski (2007) which highlights the benefits of location-based learning where the cognitive and physical aspects interplay. Outdoor pedagogy contributes positive effects of the students learning, especially in environments where the learning is combined with physical activities learning to enhanced health. By adapting a more unstructured learning experience, which is in contrast to the traditional classroom-based learning, students can facilitate their environment in a holistic experience. To be able to answer the research questions, six social science teachers in intermediate stage teaching has been interviewed on behalf of their experiences and insight on outdoor pedagogy. The interviews were conducted through semistructured interviews. Based on the purpose and research questions of the study, the main headings of the result were formulated; the difficulties of outdoor pedagogy, the possibilities of outdoor pedagogy and promotional work. The results indicated the location of the school, planning, time, competence and curriculum to be of great importance for the implementation of outdoor pedagogy within the field of the social science subjects. Further, it was highlighted that school management and collegial cooperation was of importance to be able to implement outdoor pedagogy.