<p>The purpose of this study is to find whether there is any truth in the thesis that adopted children from abroad is in greater need of special support, in particular regarding factors that might inhibit the language development that may cause language problems.</p><p>To achieve knowledge for this study, the methods have been to seek and analyze literature that discusses theories about language development and language socialization. To understand if theory and reality is cohesive, two interviews was conducted with special teachers that have had experiences teaching adopted children, analyzes of the results contra literature has been somewhat important and necessary. To ensure the reliability the interviews was recorded on tape and later transcribed.</p><p>The results from literature studies indicates that adopted children are more likely to be in need of special support in school due to factors concerning, among other things, adaptation difficulties, language progress and identity. Overall, language progress is depended on children’s total progress that includes physical, emotional and psychological condition. The results of the interviews agree in many aspects and outline the importance of giving such adopted children correct and individual support.</p><p>The conclusions of this study is that adopted children from abroad can, in some cases, be in need of special support in school, but not necessarily just because they are adopted. Language socialization explains how a language is learned and used and in that sense, it’s very important to be aware of the responsibility you have as a teacher to overview large spread of individuals and their progress.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:sh-1730 |
| Date | January 2008 |
| Creators | Sirous, Robert |
| Publisher | Södertörn University College, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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