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In the following exam work the situation of second language students (L2) in mathematics classrooms are investigated. Ten teachers from two different schools in the same city, active in the grades 7-9 in the Swedish preliminary school, have been interviewed regarding the situation in their particular classrooms. The point is to summon the teachers view of the situation for those students whom are not speaking Swedish as their mother tongue. What lingual challenges are the most common ones and what are the most demanding ones, are subjects of investigation. According to earlier studies, L2 students are performing poorly compared to native students in the Swedish ground school mathematics. Different types of language, large amounts of text and lack of motivation are pointed out to be mayor reasons for this situation. The result of this study comprehend to those theories. Nine out of ten teachers confirm there are problems regarding the Swedish-linguistic part of the mathematics for the L2-speakers. Nine out of ten teachers also points out the large amount of text in the educational books as one of two main issues. The other one, is lack of motivation. The motivated students seem to overcome the linguistic challenges, while the less motivated individuals get stuck and gives up the scholar work more easily.

<p>Godkännandedatum 2018-08-28</p>

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The purpose of the research described in this essay is, by analysing the content of comic books, to (1) evaluate comic books as material for teaching, (2) if possible, to create an exercise that could be used in the classroom in which comic books are used for teaching ESL and (3) to suggest innovative material and related tasks that could be used to introduce students to issues related to meaning, with the focus on “literal or speaker meaning”, “multimodality” and “deixis”, and drawing upon principles and concepts described within the disciplines of semiotics, semantics and pragmatics. Accordingly, the thesis questions of this essay are described as follows: If possible, how could comic books be used in the classroom as an alternative material for teaching the ESL? If possible, how could comic books be used to introduce students to issues related to meaning through linguistic approaches, with the aid of semantics, semiotics and pragmatics?  Comic books, in theory and in practice, could be used in the classroom as an alternative material for teaching the English language and introduce students to issues related to meaning through linguistic approaches, with the aid including semantics, semiotics and pragmatics. Furthermore, the material used in this essay is just a small fraction of possible material that is available to teachers, and there are numerous ways of using comic books in teaching aspects of language from varied perspectives.

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Syftet med denna uppsats är att undersöka hur psykisk ohälsa hos barn och unga konstrueras i tre olika sammanhang: i informationen från ungdomsmottagningen online, ett musikalmanus på ämnet psykisk ohälsa och ungdomars egna berättelser om att må dåligt. Undersökningen är diskursanalytisk och bygger på ett sociosemiotiskt synsätt. Baserat på en systemisk-funktionell textanalys undersöks hur psykisk ohälsa förklaras och hur den unga människan och dess omgivning positioneras i texterna ur ett ideationellt perspektiv. Vidare visar en legitimeringsanalys vilka diskurser som framkommer i texterna. Resultatet visar att utifrån ett vuxenperspektiv är den unga människan en aktiv, ansvarig och handlingskraftig individ som genom olika val är den som påverkar sin situation. Detta synsätt legitimeras genom hänvisningar till en individualiseringsdiskurs och en pedagogiskt tillrättavisande diskurs. Utifrån ett ungdomsperspektiv står även där individen i fokus; det dåliga måendet förklaras som ett misslyckande över att inte vara en ”lyckad” och lycklig människa. Till skillnad från vuxenperspektivet ger ungdomarna en bild av att individen står utan förutsättningar att påverka sin situation då omgivningen beskrivs som distanserad och ointresserad. De ungas synsätt legitimeras genom hänvisningar till en kravställande perfektionistisk diskurs, där normen är att prestera på alla plan.

<p>2018-02-07</p>

Cultural studies consist of more than just facts about cultural features. Theorists within the field of culture pedagogy emphasize that culture should be viewed as a dynamic and complex phenomenon rather than an accomplished fact, and stress the importance of connecting cultural studies to democratic values. Clear traces of this notion can be found in the English syllabus. But to get the full picture of what the syllabus actually says about culture, and which democratic values culture pedagogy should promote, we need to relate the concept of culture to the concept of critical literacy.

This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.