Language is crucial when it comes to developing knowledge. Agreat deal of research around the world shows that the mother tounge is of significant importance to students acquiring a second language. However, there is a difference of opinion as to how the taeching ouught to be carried out. In many places, innspections have relvealed major inadequacies in the welcoming of the students. Newcomers do not always receive the education they are entitled to. In this essay, I have investigated how a number of teachers work with students with other mother tounge than Swedish. I aim to find out how the interviewed teachers think think about the importance of the mother tounge in the language development in second-language learners. Is it possible to work together with the teachers of the mother tounge and, if so, how is this cooperation organised? Furthermore, I would like to study how teachers plan their pedagogical work in the classroom and how the students progress is made visible. I would like to connect the answers with previous research. The result of my study shows that the teachers wish for an increased cooperation with teachers of the mother tounge an despite the teachers intentions to provide the second-learners with a good education, there are still areas that need to be developed.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-48245 |
| Date | January 2017 |
| Creators | Forsgren, Susanne |
| Publisher | Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Kristinehamns kommun |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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