<p>Detta är en longitudinell studie om fyra elevers skrivutveckling. Studien har pågått under elevernas sex första skolår. Syftet är att undersöka hur de kan utvecklas i sitt fria skrivande. Det har gjorts genom att studera elevernas texter, en från varje år. I denna textanalys har olika dimensioner studerats som funktion, disposition, sammanhang och språk.</p><p>Resultatet visar en process där eleverna lär sig olika moment vid varierande tillfällen även om undervisningen ofta är lika för de flesta eleverna. Ett exempel är den stora skillnaden när eleverna börjar använda gemena bokstäver samt har punkt och initial versal på meningar. En elev kan redan i år ett skriva korrekta meningar medan en annan elev skriver nästan fullständiga meningar i år fem. Eleverna överanvänder även det de för tillfället håller på att lära sig. Det gäller bland annat stavning, dialog och olika stilmönster. Bokläsning och filmer ger även olika mönster som eleverna använder. En skillnad däremellan kan vara att vid bokläsning, dvs det som är skrivet, har allt förklarat medan det inte förklaras lika mycket i filmer. Ju längre berättelserna är desto svårare är det för eleverna att komma ihåg att förklara allt.</p>

<p>Vårt mål med detta arbete har varit att få reda på hur vi kan inspirera elever till att arbeta med poesi. För att komma fram till ett resultat i denna fråga har vi läst litteratur, analyserat läromedel samt samtalat med svensklärare som arbetar med poesi i år 7. </p><p>Vi har genom vårt arbete kommit fram till att läraren är den största och viktigaste inspirationskällan för eleverna. Utan en engagerad lärare infinner sig inte den rätta poetiska stämningen. Läromedel kan också vara till viss hjälp som inspiration, men då gärna i form av en nypresentation av läraren. Via vår läromedelsanalys har vi nämligen sett att många läromedel, p.g.a. sin inaktuella layout, snarare kan släcka elevers lust än väcka den. Vi har också kunnat utläsa att skolornas kurplaner inte ligger till grund för poesimomentets uppläggning. </p><p>Poesin måste beröra eleverna för att den ska kunna fånga deras intresse. Genom att angripa poesin på ett annorlunda och innovativt sätt tänds ofta elevers diktlust. Man kan t.ex. utnyttja musikvärlden genom att analysera dess texter. </p><p>Vi har med detta arbete fördjupat våra kunskaper om hur vi i vårt kommande yrke kan arbeta med poesi i grundskolan.</p>

<p>Vi lever i ett mångkulturellt samhälle och i många av Sveriges skolor utgör barn med invandrarbakgrund en stor del av elevantalet. Syftet med mitt arbete är att skaffa mig kunskap om vad tvåspråkighet är för något och hur man kan arbeta språkutvecklande med invandrarbarn i år 1-3. Arbetet består av en litteraturstudie och ett fältarbete. Målet med litteraturstudien är att ge läsaren bakgrundskunskap till begreppet tvåspråkighet. Litteraturstudienberör bland annat definitioner, modersmålets roll för andraspråksutvecklingen, språkutveckling i allmänhet, olika typer av tvåspråkighet, språkfenomen, påverkansfaktorer, effekter, samt tvåspråkighet i skolan. Fältarbetet är förlagt till tre skolor, med syfte att under en dag/skola studera det språkutvecklande arbetet. Tyngdpunkten ligger på djupintervjuer med klasslärare och svenska som andraspråkslärare. Jag har även samtalat med ett antal tvåspråkiga barn för att få en uppfattning om vad de har för tankar kring sin egen tvåspråkighet. </p><p>Resultatet visar att samtliga skolor i min studie har en arbetsplan gällande undervisning i svenska som andraspråk och de intervjuade lärarna arbetar på ett medvetet sätt med de tvåspråkiga elevernas språkutveckling. Min förhoppning är att lärarnas samlade tankar, tillsammans med litteraturstudien ska fungera som en idébank och inspirationskälla för lärare och blivande lärare som är intresserade av att fördjupa sina kunskaper inom ämnet tvåspråkighet.</p>

<p>Examensarbetets syfte är att belysa och analysera hur pedagoger arbetar med språkstimulering i förskolan. Vi presenterar vad tidigare forskning inom området språkstimulering belyser som viktigt vid barnens tidiga språk och skriftmöte. Om barnen får chansen att på ett utvecklande sätt delta i rim och ramsor samt samtala om texter har de, enligt forskningen, en större chans att lära sig läsa och skriva. Genom att genomföra kvalitativa intervjuer med fyra pedagoger har vi undersökt hur förskolan förhåller sig gentemot rådande forskning kring språk-stimulering. Vi kommer att redovisa hur respondenterna redogör för hur de arbetar med språkstimulering i verksamheten och vilka metoder pedagogerna berättar att de arbetar utifrån. Resultatet av våra intervjuer är att tre av de fyra pedagogerna i förskolan inte utformar verksamheten utifrån forskningsresultat. Intervjuerna visar också att pedagogerna arbetar mycket kring rim och ramsor, men att någon speciell metodmedvetenhet inte finns hos tre av pedagogerna. I analysen plockar vi fram de likheter och skillnader mellan forskningen och respondenternas utsagor som vi anser är av betydelse för studien. Pedagogernas arbetssätt placerar vi in i utvecklingsnivåer för att visa om och hur arbetssätten följer och främjar barnens språkliga utveckling. I diskussionen tar vi upp hur det tidiga skriftspråksmötet ser ut i verksamheten. Vi diskuterar även varför högläsning och bearbetning av texter inte har så stor del i verksamheten, trots att det enligt flera forskare har en avgörande betydelse när barnen ska lära sig läsa och skriva. I diskussionen kommer vi fram till att de flesta pedagogerna arbetar utifrån en ”tyst kunskap”.</p>

<p>This essay is about how and why teachers use fiction litterature as a teaching method. It´s based on a study among eight teachers in year 4-6 at a school in Mariehamn in the Åland Islands. The results show the high importance of using fiction litterature in education. Fiction literature is highly valued in all subjects as it stimulates the students development of language, empathy and fantasy. The curriculum´s aim of using fiction litterature is to stimulate the pleasure of reading. This essay shows that the teachers are valueing the language develpoment as the most important reason.</p>

<p>The purpose of this project is to examine how educationalists work with children’s language development in a Reggie Emilia- and in one Montessori preschool. I am going to compare these two educational philosophies and search for differences and similarities in how they approach language development. The background of the study is the key role that language development plays when preparing children for later studies in comprehensive school. Information has been gathered both through present specialist literature as well as through interviews with educationalists from the different educational philosophies.  I have also made direct observations of some of the different activities performed by the educationalists. It was harder than I thought to get answers for the questions at issue because language developement in preschool is an extensive field of study and there is much to examine. The analysis and result has been carried out and presented according to language expert Veli Tuomelas principles in language. The study shows that there are some differences but that the preschools mainly operate in similar ways.</p>

<p>This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It’s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children.</p><p>The result of the investigation was that enough consideration wasn’t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don’t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children’s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn’t any cooperation between the class teachers and the mother tongue teachers at the moment.</p>

<p>Thanks to preschool Bamse and the entire literature I have related to in my degree work I have both got an explanation for my question at issue, and a clearer insight for my main question "The treating of bilingual children after acclimatization". I have within the investigation chosen to study on the basis of the educationalists perspective on bilingual way of working. My question at issue on this investigation has been to see how a regular day of language development looks and how the group of children developed the Swedish language.</p><p>The purpose with my degree work was to be able to get an insight in the educationalists way of working and methods and also to see how the educationalists treats bilingually individuals after the acclimatization. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews.</p><p>Down here I will sum up the investigation in poles and describe the aspect the informants have pointed out under the interviews.</p><p>Bilingually children’s develop the Swedish language with the educationalists by:</p><ul><li>Converse and communicate with the child</li><li>Name word and objects</li><li>Using the body language at conversations</li><li>Building security in the group of children</li><li>Integrate the playing to a language development in the regular day</li><li>Confirm the child’s meaning at different connections</li><li>Create a god relation with the individual</li><li>Take part of the mother tongue in the program to name single words</li><li>Giving the individual the opportunity to express their thoughts freely</li><li>Place the child at the center of attention among the group of children</li><li>Take part of the parents experience with the mother tongue</li><li>Giving space to create own imagination with the playing for the individual</li><li>Have the language as an approach</li></ul><p>Even the theories mediate that the educationalists shall promote the work with bilingual children so that they control the purpose and see the meaning of activity. The play shall be reason for all activity to increase the will for the group of children. Litterateur also brings out that the preschool program shall establish that the individual gets the opportunity to develop its mother tongue to increase the understanding of the Swedish language. Finally I want to point out that on the basis of the interviews and observations on the preschool program, the educationalists consider that the mother tongue is like a foundation for bilingually children so that they will develop the Swedish language.</p>

<p>This essay presents and discusses a study that was performed in a multicultural school, where the teachers, since August 2004, have obtained internal training in how to work with language development. The objective with this essay is to investigate how the connection between language development and the development of knowledge can be understood and apprehended by teachers working in this school, and furthermore, to show how a language developing way of work can be accomplished in the teachers daily work.</p><p>Moreover, I have studied which objectives and strategies, the three language developers in charge of the training of the teachers, have concerning this work, furthermore I have looked into if these objectives and strategies differ from what the teachers understand and practically perform.</p><p>Pauline Gibbons book, <em>Stärk språket, stärk lärandet </em>(2006), has become a base for this school’s work when it comes to language development. Gibbons presents theories and practical exercises which have their origin from Vygotskij, Halliday and Cummins. Their theories have also become my theoretical base in this study.</p><p>I have made qualitative interviews with four teachers working in this school, and with one of the language developers. The results, from the teacher’s views and opinions in this subject, are presented individually. The spread between the teacher’s thoughts, when it comes to the connection between language development and knowledge, is quite extensive and so are the methods they choose, consciously or unconsciously, to work in a language developing way. The most important result, drawn from this study, is that all four teachers give examples of how to work in a language developing way, but only one presents a more well-thought-out method of how to work, and also explains why these methods develops the students knowledge and not only the language development.</p><p>Consequently, there is a gap between the awareness of how important language development is in the process of developing ones knowledge, and how this is performed in the teachers’ daily work with the students’. This could be of interest for the school to investigate further.</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>