This thesis deals with time and space expresion in written composition of 5th and 9th grade students. The thesis is dividend in two parts. First on eis focused on teoretici knowledge of naratology, development psychology and research of language acqusition regarding upper primary school students. Written compositions of 5th and 9th grade students are analyzed in sekond (practical) part according to knowledge described in first part of this thesis. Areas of interest are koherence of expresion, time, space and charakter describing. In closing of this part is comparison between both age Gross. In conclusion you can find proposals for school edication improvng according to results of students works analysis.

The purpose of this study is to see if there is any difference in speech space and teachers treatment against pupils with different gender.  I have made this study based on behaviorist and a socio-cultural approach. Children need a positive reinforcement to learn and to co-op with their environment. Together with a more competent student or teacher can a child learn more than on its own. I have observed two operating teachers on two different schools. Every teacher has been observed at four opportunities. I have used both an observation scheme and a sound recording of the classes. After the recording material and the observation scheme has been analyzed. The result has showed that the speech space between boys and girls is comparable with a small advantage of girls, girls more frequent want to speak their mind during class.  On the other hand, boys get more attention via encouragement and injunctions. The result also shows that the teacher foremost is using responsive initiation draws.  It’s the teacher who nominates who get the speak in the classroom and the follow-up to the students is usually short. / Syftet med denna studie är att undersöka skillnader i talutrymme samt lärarens bemötande i klassrummet utifrån elevernas kön. Studiens har utgått ifrån ett behavioristiskt och ett sociokulturellt synsätt. Barn behöver positiv förstärkning för att lära sig samt att människan lär i samspel med sin omgivning. Tillsammans med en mer kompetent, kamrat eller lärare kan ett barn lära sig nya saker som hen inte kan på egen hand.  Observationer har skett av två verksamma lärare på två olika skolor. Varje lärare observerades vid fyra olika tillfällen. Både observationsschema samt ljudinspelning av lektionen har använts. Det inspelade materialet har sedan tillsammans med observationsschemat analyseras.  Resultaten visar att talutrymmet mellan flickor och pojkar är jämnt fördelat med ett litet övertag på flickor, flickor är även mer frekventa på att vilja ha ordet. Pojkar får däremot betydligt mer uppmärksamhet i form av beröm och tillsägelser. Resultaten visar även att läraren främst använder sig av svarsindikterade initieringsdrag. Det är främst läraren som nominerar vem som ska tala i klassrummet, och uppföljningen till eleverna är ofta mycket kort.

This study aims to investigate classroom interaction from a gender perspective in Swedish subject in grade 5. The purpose of the study is to investigate if gender structures exist in the classroom of Swedish subject. Here you also include a study of the distribution of speech space and if the case is - such that there exist power structures - what problems these power structures involve and how these affect teachers. I used both qualitative and quantitative interventions combined together as a method for best effect when the methods intertwine. Four descriptive research questions have been formulated to be studied in this study. The main theory utilization in the study is the socio-cultural perspective, gender theory, power perspective and the double hidden curriculum. The quantitative methods consisted an app called Gendertimer. The Gendertimer calculates the space each gender takes, which results in how the speech space in the classroom is distributed. The qualitative methods I used in this study was 4 classroom observations and four teacher interviews in two different schools, geographically located south of Stockholm. The Gendertimer was used during all four observation sessions. The first two lessons in Swedish subject that were observed were teacher-led, while the remaining two were studentled conversations in small groups. The results showed that the majority of the four observation cases were dominated by the boys in the classrooms. During three observation cases, the boys dominated and during one observation the girls dominated. In conjunction with the observation cases and the percentage that was shown, I linked to, among other, Einarsson and Hultman's study (1984) about the so-called two-thirds rule. The rule is that the teacher takes approximately 2/3 of the total speaking in the classroom while the remaining 1/3 is given to the students. Within the students, the male gender takes about 2/3 of the speaking time and the remaining 1/3 is given to the female gender. That rule can be linked to this study.