Swedish as a second language and special education are two topics that have a lot in common. I have chosen to in my study look at something that is covered by the two subjects: Swedish as a second language education that is taking place in a group segregated from the class. I have interviewed students in preschool, grade one and grade two to learn details of their experience of the segregation. Finding out that it is mostly bad planning and trouble getting the schedule together that’s affecting the pupils in a negative way. Having to leave the classroom can lead to that pupils feel like a deviant and outside the group, while teaching in a small group can provide students with the support they need to be able to participate actively in the classroom. In curricula and governmental investigations, it is clear that schools should promote cultural and linguistic diversity, while supporting skills in Swedish. This can be interpreted as contradictions when it advocates linguistic diversity, at the same time as a monolingual norm. Teachers have to decide how to respond to the expectations and requirements of school everyday.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-7814 |
| Date | January 2011 |
| Creators | Rosqvist, Elin |
| Publisher | Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper |
| 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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