Repetition of Non- word (make- up word that has not some semantic content) has been proposed as a reliable index of phonological memory in children with language impairment (LI). The aim of this study was to find out the possible similarities and differences concerning phonotactic non-words and working memory in 18 bilingual Swedish-Arabic children with and without LI ages 4-6 years. The investigation was undertaken by conducting three tests including NEPSY, WPPSI-III and a Word repetition test. The results showed that there are not significant differences between the two groups regarding various parts of NEPSY. On the other hand the results showed two significant differences in WPPSI-III regarding Picture categories and Word repetition tests for Swedish Non-word.

The purpose of the study was to look into bilingual parents?perspectives on their own and their children?s communication andcommunication disabilities. Furthermore the study aimed to examine theseparents? needs regarding education in augmentative and alternativecommunication (AAC) and whether ComYoung communication course hadmet the needs. ComYoung address parents of school-aged children withextensive communicative disabilities and intend to give them increasedknowledge in communication and AAC.

The Swedish school reflects the society that we have today, a society with many different ethnical and cultural backgrounds. The purpose of this investigation is to study how the school is working with children that recently immigrated to Sweden. What kind of methods are they using at school, to get the best development as possible? Do the teachers manage to be concerned of the students in the school? What kind of reception do these children get in the school? What methods are the teachers using? And are these methods really the best to use to enhance the language and cognitive development of these students?The methods I have been using to examine these questions have been qualitative. I have interviewed three teachers about their everyday work in a multiethnic school south of Stockholm.

My intention with this study was to examine the concepts ?mother tongue? and ?mother tongue education? and how these concepts are understood by some parents. To reach this goal I?ve conducted a qualitative study, wherein I?ve interviewed eight parents with foreign backgrounds. The study is inspired by hermeneutics in its interpretation of results.From this study I can reach several conclusions.

The purpose of this essay is to find out how two schools work with newly arrived children and to see how they differ. There is a lack of national directives for those who work with newly arrived children and teenagers; this makes the introduction very different between schools.The study is qualitative, based on interviews with four teachers in two different compulsory schools. One school is situated in a suburb of Stockholm and the other one is situated in a minor community in Dalarna. One schools got a preparatory class for newly immigrated pupils and the other school doesn?t.The theoretical frame that I have chosen to analyse these interviews are literature and research on Bilingualism, Children with PTSD, Intercultural Pedagogy and Special PedagogyMy results also show that these schools work very differently, and that there is very little co-operation within the school and with the units around the school, regarding these children.

The present study investigated free narratives in 72 children between 3;11 and 9;0 years. Participants were recruited from a multilingual environment in eastern Gothenburg. The children were instructed to make up their own stories after being provided with openings, ?Story stems?. The stories were then transcribed and analyzed on micro- and macro level and narrative evaluation.

Denna studie handlar om språk och statusskillnader mellan språken. Syftet var att ta reda på om flerspråkiga grundskoleelever upplever att deras olika språk har olika status. Undersökningen är deskriptiv till sin karaktär. Sex stycken respondenter från åk 9 blev intervjuade. Intervjun består av två delar en skriftlig del och en muntlig del.

While almost 23 percent of the students in the Swedish upper secondary school are foreigners, only a fraction of the school libraries? collections consists of literature written in other languages than Swedish or English. This study examines how five school librarians experience the task of working with literature composed in foreign languages in the multicultural and multilingual school of today. The results of the qualitative interviews are analyzed in relation to the legislation and policy documents that the school libraries are working by, and also in relation to the theoretical framework of sociocultural theory and the theories on second language acquisition developed by linguist Jim Cummins.The study shows that while multilingualism is discussed as an important matter in the legislation and policy documents that the school libraries work by, the librarians in this study largely view the question of foreign literature as peripheral. Most part of the librarians connects first language reading to leisure-time activities rather than curricular activities, and stresses that the Swedish language should be prioritized in Swedish schools.

This is a qualitative study that explores how bilingual children develop their language through play. The study is based on observations and interviews conducted in a preschool located in a multicultural area of Stockholm.The purpose of using two qualitative methods; observations and interviews, was to get a bigger picture of the study area. The results of the study, illustrated through observations and interviews that I have conducted, shows that the game has great role for bilingual children's language development. Furthermore, the results show that the informants are aware of the importance of play for bilingual children's language development especially when they are talking about investing in the promotion of children's language by using different methods and materials in their pre activity for various games and activities.One of my conclusions is that bilingual children learn the language during both free play and structured play especially when educators are present and aware of the activities that they perform. It is also important to see children as individuals to cover all the needs of children at different activities.

In this study I?ve examined bilingual high-school students? experiences of their education held in their native language. The purpose of this study is to examine bilingual high-school students? experiences of how their school organizes the education that?s held in their native language, and how the students feel that the education in their native language has helped their overall language development and also in terms of learning in general. To complete this study I?ve interviewed six high school students and analyzed their answers using other studies and theories on this subject.

The aim of this study was to examine bilingual childrenslexical organization and to investigate weather bilingual children hadundergone the syntagmatic-paradigmatic shift in grade four. Thirtychildren from multi-ethnic areas were tested with Kent-Rosanoff wordassociation test in both Swedish and Arabic. The results showed thatmore than 40% of the children had undergone the shift in bothlanguages, 20 % had undergone the shift in only one of theirlanguages and almost 40% had not made the shift in any language. Acomparison with results from monolingual Swedish children in gradethree in a previous thesis, showed that the bilingual children in thisstudy did not reach the corresponding level of lexical organization.The study points to the necessity of including tests regarding lexicalorganization when assessing both mono- and bilingual children withsuspected language impairment. The study also underscores theimportance of supporting mother tongue development in bilingualchildren by for instance adequate mother tongue education.

As Sweden has become a multicultural society the need for developing new educational approaches rises. The preschool is a crucial piece in this as it is the one of the first institutions where the children start to develop the language skills. The aim of this study is to investigate the language development approach as practiced by teachers, in their preschool programs, and determine if the teachers work methods can be considered intercultural. This is done to gain a deep understanding on several language development methods and analyze the teachers' approach within the framework of intercultural pedagogy perspective. The theoretical framework used in the study is the intercultural perspective.

Mitt syfte med denna uppsats är att belysa effekterna av tvåspråkighet hos vuxna. Mina frågeställningar är om tvåspråkigheten ökat den lingvistiska medvetenheten och om informanterna ofta växlar mellan språken. Jag har även frågat om intervjupersonerna känner sig bikulturella lika mycket som de är tvåspråkiga samt om de upplevt positiva eller negativa attityder till tvåspråkighet. Som metod har jag valt att genomföra intervjuer med informanterna. Jag har intervjuat sex personer.Resultatet visar att tvåspråkigheten medför ett språkintresse och en ökad språklig medvetenhet.

One of the largest work areas for speech and language pathologists is intervention for children with speech and language disorders. The purpose of the present study was to describe and analyze the clinical management of language impairment in children by studying and comparing medical records and literature from the years 2000 and 2009. The present study is a sequel to two previously published papers by Christina Samuelsson (1997; 1999), in which medical records and literature from the 1920-, 60- and 70?s were studied and a paper by Helén Sämfors (2001), in which the years 1985 and 1995 were studied. The medical records used in the present study came from a medical ward for speech and language pathology at a university hospital in Sweden. The results showed that significantly more children were referred to the clinic for speech and language problems in 2009 than in 2000, and more children were treated for their impairments.

While almost 23 percent of the students in the Swedish upper secondary school are foreigners, only a fraction of the school libraries? collections consists of literature written in other languages than Swedish or English. This study examines how five school librarians experience the task of working with literature composed in foreign languages in the multicultural and multilingual school of today. The results of the qualitative interviews are analyzed in relation to the legislation and policy documents that the school libraries are working by, and also in relation to the theoretical framework of sociocultural theory and the theories on second language acquisition developed by linguist Jim Cummins.The study shows that while multilingualism is discussed as an important matter in the legislation and policy documents that the school libraries work by, the librarians in this study largely view the question of foreign literature as peripheral. Most part of the librarians connects first language reading to leisure-time activities rather than curricular activities, and stresses that the Swedish language should be prioritized in Swedish schools.