The goal with this thesis was to look at various aspects of how teachers and students perceived the use of various texts in the collective teaching context in which they are participants. The purpose with that was to provide insight into aspects of the didactic processes that the texts and the usage of them are part of and demonstrate aspects of both the conditions and the opportunities for teaching conducted within the surveyed education. The essay analysis is based on interviews with four teachers and twelve students in a total of four teaching contexts (within subjects: Swedish and SO/Religion) about texts they worked with during a selected period of work.The essay is based on a theory of Kathleen MacCormick and Torlaug Hoel Lökkengaard where reading and writing are described as both an individual cognitive process and a common cultural process, impossible to completely separate from each other. The students description of their use of the texts show how they are influenced by teachers culture of teaching, in turn, influenced by the curriculum. In relation to Wiksten Folkeryd, af Geijerstam and Edling research on students movability in texts in the Swedish school, the survey shows some of the aspects that enable students to develop a higher level of movability in texts within the subject Swedish. Students who participated in these educational contexts talk with greater detail and awareness about how they used the texts in the teaching context.

Naturvetenskap har under en lägre tid anses som ett ämne som är avancerat och auktoritärt och som bara vissa elever klarar av. Som följd har intresset för naturvetenskap sjunkit genom åren och så även den positiva attityden till de naturorienterade ämnena. Traditionellt har naturvetenskapliga ämnen har även väldigt liten anknytning till elevers tidigare erfarenheter, intressen, och vardag vilket kan vara en bidragande faktor till det minskade intresset för ämnena. Genom att framställa ett läromedel med stor anknytning till vardagen och elevanpassad text kan naturvetenskapliga områden som kontinentaldrift och vulkaner införas redan i förskolan. Att vara medveten om språkanvändnings möjligheter kan underlätta undervisning av vetenskapliga begrepp och fenomen. Genom att samarbeta med en förskolelärare samt en gemmolog* sammanförs ämnesexpertis med prövad pedagogik vilket gynnar både lärare och elever. Läromedlet har visats fungera bra i en förskoleklass men bearbetning av vetenskapliga begrepp och kommunikation kring innehåll är avgörande för att nå en förståelse. Ord som inte är specifikt vetenskapliga kan ändå vara avancerade och svåra att förstå, speciellt ord med flera betydelser. Så genom att ge yngre elever förståelse om sin omgivning kan bidra till positiv attityd till naturvetenskap i äldre år. Oförstående kan vara en avgörande faktor till elevers negativa attityd till ämnet. * en licensierad expert på ädelstenar

The present thesis comprises two case studies of two multilingual pupils in second-ary school, focusing on the relationship between knowledge, language and learning through a comparison of literacy activities in the two school subjects, Textile Crafts and Social Studies. The theoretical framework is sociocultural and the research methods include ob-servations, interviews and artifact analysis of the literacy practices in the two sub-jects as well as analyses of spoken and written texts. The latter were performed using multimodal and systemic functional linguistics analyses. The results reveal that both school subjects can be described as mono-linguistic, and that the teachers teach mono- and multilingual pupils in the same way. Also, the two focus students, David and Sarah, were offered various multimodal texts in each of the two school subjects. However, David deflects many of the teachers’ text of-fers in the form of writing in both the literacy practices in both subjects, avoiding having to expose himself to situations in which he is forced to read or write. Sarah, on the other hand, used writing for different purposes and in different ways. Also, the semiotic resources she used were often more advanced and more complex com-pared to those used by David. Another important finding was that the teachers seemed to "tune in" with the students’, thus enhancing their own choices as to avoid-ing or using the language offered through different semiotic resources. A pedagogical implication of the study concerns how teachers and students are aware of students’ multilingualism and how this linguistic awareness is used in the classroom. This calls for more research on how to create teacher awareness about multilingual students’ need to develop linguistic competence in all school subjects in different languages. Another pedagogical implication is the importance of selecting texts that enable high support in relation to the nature of the task and its objectives, i.e. how texts function in relation to the task and what they afford.