The overall aim of this thesis is to deepen the understanding of mathematical subject language regarding three semiotic resources, written language, images and mathematical symbols. The theses also investigates high- and low-performingstudents encounter with mathematical subject language. Based on previous research on language and from a theoretical foundation based on systemic functional linguistics (SFL) and social semiotics, four meaning dimensions – packing, precision, personification and presentation – were identified as central in academic language in general and in mathematical subject language. A didactically based reception theoretical perspective has been used for an analysis of high and low achieving students' encounter with the mathematical subject language. The thesis comprises three studies each examining the mathematical subject language in TIMSS 2011 from various angles. The analyzes were conducted on four content areas algebra, statistics, geometry and arithmetic in the Swedish version of the international study Trends in International Mathematics and Science Study 2011 (TIMSS). In a summary, the results showed that the mathematical subject language was used in different ways in the four content areas in TIMSS where colloquial and subject-specific forms of languages had different roles and were expressed in varying degrees by the written language, images and mathematical symbols. Thus each content area was expressed by its own register which means that is not sufficient to talk about mathematical subject language as one single language. The result shows that two forms of language, subject specific and everyday language were used parallel in the TIMSS material. The subject specific forms were most salient in algebra and geometry and the more everyday forms of language were more common in statistics and arithmetic. The results from the correlation analyses indicated that fewer students managed the encounter with tasks in algebra and geometry when they were expressed by subject specific language. In contrast, the results indicated that students were able handle the encounter with the more colloquial expressions of the content areas statistics and arithmetic.

Background Recipes have a major focus in the practical work in Home Economics. Pupils need subject knowledge to be able to turn theoretical instructions into practical action. When cooking, recipe reading takes place in parallel, which requires pupils to have prior knowledge and a well-developed subject language to understand how the recipe should be followed, interpret concepts, and use different working techniques. Objective The aim of the study was to investigate how pupils work with recipes in the practical work in the subject Home Economics. Method A qualitative observational study was chosen for the study. It provided an opportunity for a deeper understanding of how pupils worked with recipes. The survey was conducted at a school in Stockholm County with a total of twelve participants in ninth grade. In the analysis process, a thematic analysis was used with the aim of identifying different patterns and creating themes that highlight the studies topic. Results showed that pupils had deficiencies in the ability to follow instructions in recipes and lacked parts of the subject language needed to interpret words and concepts used in the recipes. The results also showed that the pupils had difficulty organizing and planning the work in the kitchen, in terms of time required and what work should be prioritized to be completed during the scheduled lesson time. Conclusion Knowledge in the Swedish language and Mathematics is a prerequisite of the subject Home Economic. By working across subject with Swedish and mathematics, pupils can have better conditions for developing their learning in Home Economics.

Today’s modern society is multicultural, school is therefore a meeting place for pupils withdifferent experiences, prior knowledge, and mother tongue. Second language students whohave not yet developed good skills in various subject languages, face several challenges inupper secondary school. To succeed in different school subjects these students need todevelop language that is specialized for each school subject. The purpose of this study is toexamine how social science teachers in the upper secondary school experience and work withsecond language students who have difficulties with content-based language. The appliedmethod in the study is qualitative interviews. The theoretical framework is based on differentconcepts of literacy to analyze the results. The results in this study show that the teachers useboth similar and different methods to develop second language students’ understanding ofconcepts, reading, and writing skills, subject language, and subject knowledge. However,several differences between teachers’ perceptions and approaches are also discerned. Theteachers in this study understand the importance of placing the language in focus within thesubject, however some of the teachers experience difficulties with integrating language andsubject into the teaching.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study focus on the borderline region that is constituted by the cities of Santana do Livramento and Rivera (Brazil-Uruguay), considering the period between the late years of the XIX century and the early years of the XX century. At that time, such communities were in urbanization and industrialization processes and trading relations between both populations were intense, which provided the exchange of subjects and languages. In order to approach subject-language relation in a bordering space, we explored the conception of border and its links to the notions of space and territory based on areas of Geographic Studies such as Geopolitics and Human Geography. Since we consider many ways of space appropriation, that are built in practices experienced by the populations which inhabit such bordering region, we came to a definition of bordering territory , featuring them as new territorialities that transform the borderline place into a socially appropriate and mutually shared space. Once we defined bordering territory , we historically characterize it, having into account the period of municipalization of the referred cities until the early years of the XX century. Afterwards, we review studies on Portuguese-Spanish linguistic contact in the bordering region Uruguay-Brazil by Lingüística Fronteriza researchers, following the path of such studies and pointing to new ways of treating such languages as linguistic study objects, especially to Enunciation Semantics in which this study is inserted. Considering the newspaper a space in which bordering relations materialize, we approached the relationship of subjects and languages, enunciated in such borderline, from advertisement textual fragments published in newspapers from Santana do Livramento. In our analysis, we followed different perspectives on the selected enunciate sequences and we aimed to interpret the senses constituted by the languages and for the borderline linguistic environment when languages are politically distributed by speakers that enunciate them in the bordering territory in such socio-historical conditions. / Esta dissertação centra-se na região de fronteira constituída pelas cidades de Santana do Livramento e Rivera (Brasil-Uruguai), considerando o período compreendido entre os anos finais do século XIX e os iniciais do século XX. Na época, essas comunidades encontravam-se em processo de urbanização e industrialização e as relações comerciais entre suas populações eram intensas, colocando em circulação sujeitos e línguas. Para tratar da relação sujeito-língua em um espaço fronteiriço, questionamos o conceito de fronteira e sua imbricação com as noções de espaço e território fundamentando-se em áreas dos estudos geográficos como a geopolítica e a geografia humana. Ao considerar diversas formas de apropriação do espaço que se constroem nas práticas vivenciadas entre as populações que habitam essa região de fronteira, chegamos à definição de território fronteiriço , caracterizando-as enquanto novas territorialidades que transformam a fronteira em espaço socialmente apropriado e mutuamente compartilhado. Uma vez definido o território fronteiriço , o caracterizamos historicamente, abarcando o período de municipalização das referidas cidades até os primeiros anos do século XX. Posteriormente, retomamos os trabalhos desenvolvidos sobre o contato linguístico Português-Espanhol na região fronteiriça do Uruguai com o Brasil pelos pesquisadores da Lingüística Fronteriza, traçando um percurso dessas pesquisas e apontando novas formas de tratar tais línguas enquanto objeto de estudos linguísticos ao nos inscrevermos teoricamente na Semântica da Enunciação. Ao considerar o jornal como um espaço em que as relações fronteiriças se materializam, abordamos a relação entre sujeitos e línguas enunciadas nesta fronteira a partir do recorte de textualidades publicadas em periódicos santanenses, como anúncios comerciais. Ao analisá-los, seguindo diferentes perspectivas de análise nas sequências enunciativas selecionadas, procuramos interpretar os sentidos que se constituem para as línguas e para a fronteira quando as línguas são distribuídas politicamente pelos falantes que as enunciam no território fronteiriço em tais condições sócio-históricas.

Today we live in a multicultural society where many students have Swedish as a second language. Straszer et al. (2022) says that in 2017 24% of all students in the Swedish schools had recently migrated to Sweden. We have noticed that language acquisition in the subject social science has not been researched as much as other subjects with higher status. We will answer questions such as why language acquisition is important for students that have Swedish as a second language. The method to this research is a form of literature study, where we have used scientific articles and a doctoral thesis. These treat both language acquisition in general but also linked to the subject language in social science, they also treat the importance of the mother tongue when it comes to language development in a second language. The articles take place both in Sweden but some articles treat language acquisition from a more international perspective such as examples from the United states of America and Singapore. In the result we meet subjects such as epistemic injustice that describes that all students don’t have the same presumptions when it comes to knowledge. Keerfoot and Bello-Nonjengele (2022) looks at this knowledge based justice from a lingual perspective where knowledge is being mediated through language and communication. We also take a look outside of Sweden to broaden our study with more examples and research. We have examples from both the USA and Singapore. Singapore for example has all their teaching in another language than their official language. Thereafter we also look at how one can work with language acquisition in a science classroom, both from a natural science perspective and a social science perspective. We found a gap in research where natural science holds a higher status than social science. This gap should be filled since we in many articles learned that language acquisition and social science work very well together. In the search of how one can work with language acquisition many articles about mother tongue tuition appeared and how it can and should be integrated more in the language acquisition-work with students that have Swedish as a second language. We also found research on how it should be more integrated as it has a great impact on both language acquisition and school results in general. We find that there is a hierarchy among languages and that modern language holds a much more secure role in school as it is a part of the syllabus. At the same time that we write this study a new government has recently taken place that lays out a suggestion to investigate whether mother tongue would have a negative effect on2integration and knowledge development in the Swedish language. How can these suggestions be suggested when science research says otherwise? This was something we wanted to investigate more.

Denna studie handlar om samhällsorienterade begrepp. Studiens syfte är att undersöka vilka samhällsorienterade begrepp som syns i lärares samhällsundervisning. Studien ska även undersöka vilka metoder lärare använder sig av för att elever ska förstå begrepp och hur lärare bedömer elevers begreppskunskaper. Detta har undersökts genom nio observationer och två intervjuer av två lärare i Södra Sverige. Metoderna har använts på grund av att studien har en kvalitativ ansats. I kapitlet ”Teori och tidigare forskning” berörs läsförståelse, ordförråd, ämnesspråk, samhällsorienterade begrepp, begreppsundervisning och bedömning. I resultatet framgår det att lärarna som observerades använde centrala begrepp och använde speciellt läsning, diskussioner och samtal som metoder. I resultatet framgår det även att lärarna bedömde, genom att de lyssnade på elevernas muntliga förmågor och att de gick runt och läste vad eleverna skrev.