Läsförståelse är något som visats vara nödvändigt vid angripande av texter i samtliga ämnen av grundskolan (Alatalo, 2011). Trots dess betydelse har undersökning, utförd av Programme for International Student Assessment [PISA] 2012 (refererad i Skolverket, 2013) synliggjort hur svenska elevers läsförståelse sjunkit i jämförelse med tidigare år.   Syftet med studien är att undersöka hur sex lärare i årskurs 2 beskriver att lässtrategier används i undervisningen för att utveckla elevers läsförståelse. Studien tar sin utgångspunkt i det sociokulturella perspektivet, vilket gav utrymme att undersöka lärande och utveckling.  För att kunna ta del av lärarnas beskrivningar samlades materialet in i form av kvalitativa intervjuer. Resultatet har ordnats i fem teman, sammanhang i olika skolämnen, olika former av gemensamma sammanhang, individuella sammanhang, läraren som verktyg i undervisningen samt olika metoder, modeller och redskap som verktyg i undervisningen.   Slutsatsen är att lärarna beskriver att de undervisar i lässtrategier i fler olika sammanhang för att utveckla elevers läsförståelse, däremot framkommer det variation i hur de arbetar med det beroende på vilket sammanhang de undervisar i. Fortsättningsvis visar resultatet att lärarna använder flera olika typer av verktyg i undervisning med lässtrategier, verktygen lyfts fram som avgörande för att elever ska utveckla läsförståelse / Reading comprehension is something that has been shown to be necessary in processing text in all primary school subjects (Alatalo, 2011). Despite that importance, a survey conducted by the Programme for International Student Assessment [PISA] 2012 (referenced in Skolverket, 2013) shows that the reading comprehension of Swedish pupils has dropped, in comparison with previous investigations.   The purpose of this study is to examine how six teachers in second grade describe how reading strategies are used in teaching to develop pupils’ reading comprehension. The study is based on the sociocultural perspective, which gave space to do research about learning and developing. The material was gathered through qualitative interviews in order to take part of the teachers’ descriptions. The result has been organized in five themes; context in different subjects, different forms of joint connection, individual context and the teacher as a tool in teaching and different methods, models and gear as tools in teaching.   The conclusion is that the teachers describe that they are teaching reading strategies in different contexts to develop their students' reading comprehension. It also reveals that the variation in how they work with the reading strategies depends on the context in which they teach. Henceforth, the result shows that the teachers use several different types of tools in teaching reading strategies, tools that the teachers highlighted as crucial for students to develop reading comprehension.

Il s'agit d'examiner les médiations langagières déclenchées par l'introduction d'oeuvres d'art picturales et photographiques dans un dispositif pédagogique universitaire de français comme langue étrangère de niveau avancé et d'étudier leurs apports en termes langagiers et translangagiers, à la lumière d'un cadre théorique transdisciplinaire, prenant en compte les travaux à la fois du socioconstructivisme, de l'émergentisme et de l'approche énactive. Cette forme de recherche-action, menée auprès de quatre groupes d'étudiants plurilingues et pluriculturels de niveau avancé, interroge les modalités de la réception esthétique de l'oeuvre d'art dans un contexte social académique d'apprentissage et propose une approche didactique multimodale, prenant appui aussi bien sur les interactions verbales, sur la production orale en continu et sur le recours à la production écrite. Elle met en exergue l'impact contextuel et situationnel sur les manifestations corporelles et sur la verbalisation des réactions esthétiques, d'ordre esthétique, émotionnel et évaluait devant l'oeuvre d'art, en se fondant sur les outils développés par le courant disciplinaire de l'analyse de discours. Enfin, elle analyse le rôle des médiations enseignante et apprenante à l'oeuvre, pour montrer dans quelle mesure, celles-ci, lorsqu'elles s'inscrivent dans une approche plus expérientielle, sont susceptibles à la fois de développer des capacités langagières chez l'apprenant et de favoriser l'émergence d'une expérience langagière, interculturelle et esthétique au sein du dispositif. / This research aims at examining the language mediations stimulated by the introduction of paintings and photographs in a pedagogical environment of French as a foreign language of advanced level and at studying their contributions in language and translanguage terms in light of a transdisciplinary theoretical framework taking into account the works of socioconstructivism, of emergentism and the enactive approach. This research led with four groups of multilingual and multicultural students, within the framework of an action-research, questions the modalities of the aesthetic reception in an academic social context of learning and proposes a multimodal didactic approach which relies on verbal interactions, on continuous oral and written production. It enhances the contextual and situational impact on the body manifestations and on the verbalization of aesthetic reactions, that is to say reactions of aesthesia, emotions and aesthetic appreciation by relying on the tools developed by the disciplinary current of discourse analysis. Last but not least, it examines the role of teacher's and learner's mediation with the artistic object, to show to what extent they are likely to foster the emergence of language abilities for the learner and to promote a language, intercultural and aesthetic experience within the teaching context.

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