This thesis explores the literacy practices in literacy history, in everyday life and in Swedish tuition for immigrants (sfi) of five Kurdish adults. The study analyses connections and dividing lines between literacy practices of the sociotextual domains of everyday life and literacy practices of the sociotextual domain of sfi. It also explores the interaction between literacy history and present literacy practices. Further, there is a focus on the connections between identification, learning and literacy practices. The methodological approach is inspired by ethnography, employing individual semi-structured interviews and classroom observation. Video documentation, audio recordings and field notes are used for documentation. Theoretically the study is influenced by the research field New Literacy Studies where literacies are conceived of assets of socially and culturally grounded practices. The interviews are analysed from two perspectives: focusing on content and on linguistic discursive practices. In the analysis of interviews and observations, a number of interacting aspects of literacy events and literacy practices are also researched, such as purpose, time, place, participants, verbal language and artefacts. A lack of connection between the participants’ notions of who they are and the identities offered to them in sfi impairs the conditions of their active participation in the literacy practices, and consequently also impairs their learning. Identities connected to literacy history are of importance in this process. To exemplify this, the professional career they had in Kurdistan is still of central importance for two of the participants of the study. This complicates their identification as sfi-students and their engaging in the literacy practices of the sfi-education. If sfi teachers know which identities from everyday life are important to their sfi students and try to find connections between the sfi teaching and these identities, the chances improve of the students accepting the identities which they are offered in the literacy events. Then it will also be more probable that the students’ participation in the literacy events in sfi will lead to deep learning. In the sfi classrooms, the participants take part in literacy events of everyday life. There are three types of overlap between the literacy practices of sfi and of everyday life. (1) Literacy events from other sociotextual domains take place in the sfi-classrooms, but without recontextualization into sfi. (2) Literacy events based in sociotextual domains of everyday life are recontextualized into sfi. (3) Literacy events belong to more than one sociotextual domain. In spite of these three types of overlap there are complications when it comes to students starting out from literacy practices of everyday life when they take part in the literacy practices of sfi. It is not possible to transmit literacy practices in their totality, from one sociotextual domain to another. The literacy practices are situated in a specific sociotextual domain and will undergo a transformation as they are based in a different sociotextual domain. On the other hand, it is possible for sfi students to make use of everyday micro practices (e.g. cooperation and non-linear reading) when they take part in the literacy practices of sfi.

This essay deals with teachers’ guides on teaching about sexuality and personal relationships, in particular guides focusing on introductory programmes in languages in upper secondary school and teaching adult immigrants Swedish. The aim is to investigate how the teachers’ guides function as further training for teachers. In Sweden 2016, the number of pupils enrolled in language introductory programmes was rapidly increasing. The number of participants in Swedish language for immigrants was also growing quickly. Teachers are in need of further training in sex and sexuality education and instruction in general, and particularly in this teaching context. It is hard to find teachers with sufficient competence in the field, due to the current general lack of skilled teachers in Sweden. Research on teachers’ guides in Sweden is underdeveloped and previous research on the topic of this essay is virtually non-existent, which makes this a pilot study of sorts. The study focuses on text-analysis, function and normativity. The results show that teachers’ guides respond to teachers’ needs and demands. These specific teachers’ guides affect each other through intertextuality. The norms imbedded in the language used in the teachers’ guides have an influence on teachers reading them.