My purpose with this essay is to examine the relationship between esthetic learning processes and language development to find good practices in my work with multilingual children. In my report, I describe a few activities from my work as a preschool pedagogue in a multicultural area, with a large group of children where age and knowledge of Swedish varies. The background to this essay is the problems I experienced in my work with children´s language development in an organization that, in my opinion, is limited by economic factors. The questions I poses are about the way esthetic learning processes can help children develop their language skills as well as their participation in preschool activities. I also pose the question whether there is a connection between the musical ear and children´s development of language.

Can you see a connection between the language spoken at home and their knowledge of the swedish language at school. Can one see which area has the greatest influence on the swedish language of thirdgraders..

AbstractThis examination is about how pedagogue can teach language in junior school first year with element of the arts of learning. The purpose of the examination is to take a piece of how pedagogues in two classes in junior school first grade can use the arts for a way of working with the language teaching. The observation of Swedish- and English language training in two classes have give a insight in how two teacher work with the language teaching in first grade. The class teachers who were interview received questions about the observation and what they think about language teaching. The questions were about their basic view on language teaching and arts of learning.

In Montessori pre-schools early reading and writing is an important feature. By tracing sandpaper letters with their fingers and voicing the sound simultaneously the children connect phonemes to graphemes and normally learn to write between the ages of four and five. 24 sixyear old children who attended Montessori pre-school and 26 six-year old children who had not attended Montessori school were assessed with a test assessing their linguistic awareness.The result showed that the Montessori children were more linguistically aware than the children who hadn?t received any literacy training. The scores of the Montessori children were highest on phonological awareness.

This thesis is a comparative analysis of language policy in the Post-Soviet states Ukraine and Kazakhstan, wherein the states are seen as rational actors using language as an instrument in the nation-building process. With a take-off point in an underframe of theories on the nation, national identity, instrumentalism, power and the particular role of language in the nation-building process, this thesis shows that language is a key instrument used by the two states.The Ukrainian and Kazakhian language policies create and put across a certain image of the nation, by emphasising the titular languages as symbols of the new states. The line of argument in the language policy is a balance act between large-scale promotion of titular languages and a careful and inclusive attitude towards the Russian language. The biggest differences are that Ukraine, compared to Kazakhstan, has a more comprehensive and consequent language policy with a deeply rooted historic rhetoric. The most obvious instruments of the states in language policy is censuses, corpus-planning and the state choosing one official language..

This study was about disability organisations opinion concerning ICF: s importance in their work to receive the same recognition and human rights for their members as citizens. The aim has been to elucidate disability organisations awareness about and use/non use of ICF and to increase the understanding of ICF: s importance for recognition and redistribution. Three different methods have been used: literature study, questionnaire survey, both on counties' (27) - and national (26) level and interviews (5) on national level. There is also a distinct difference between the disability organisations that represents people with visible impairments, who don?t think that ICF is so useful and they that represent people with invisible impairments, who thinks that ICF is a useful tool.

By studying recent literature and following current research we know that language awareness and a rich language is important to all children when learning reading and writing and that decoding and understanding of the words are the fundamental processes in reading. How do pupils with visual impairment learn how to read and write? What strategies do they use in their contacts with reading and writing? What are the advantages do pupils with visual impairment have when learning to read and write? These questions have been the starting points in a study we have done by following two pupils with visual impairment. By meeting and discussing with the children, their parents, teachers, and lowvisiontherapists we have got a deeper knowledge in how these children meet the language in reading and writing. We have also come to an understanding regarding people surrounding the children have to make reading and writing comprehensive, enjoying, and meaningful.The problem for a child with visual impairment is the decoding, to catch letters and pictures of words good enough with the sight.

Learning words have shown to be a very crucial part of learning a second language and the one most important factor to make pupils with Swedish as a second language succeed in school. To make sure that all pupils get the right conditions to learn from all subjects and their entire content a wide vocabulary is necessary. Even so it is found that there are shortcomings regarding this kind of teaching in Swedish schools.Through interviews and observations of two teachers that teach pupils with Swedish as a second language, and also with a short reading test for the pupils, the possible strategies that these teachers use for learning words have been studied. The result shows that the teachers are using several strategies and that they are actively working with transmitting these to the pupils, but there are some areas that need developing..

The aim was to find out teachers in Swedish as a second language in primary schools view on how they work with a language development teaching in a multicultural environment. I did a semi-structured interview where I both made questions before the interview and also used individualized follow-up questions during my interview. I did that because I really wanted to get answers to the subject and the aim of the essay. Two teachers in Swedish as a second language have been interviewed. The result shows that a holistic approach to language development is important, where great emphasis lies on understanding. Teachers say that communication and interaction are key factors and that it is important with good linguistically appropriate and understandable texts where the words/concepts are learned and used in the right context. .

The purpose of the study is, through literature and interview studies, to analyze and draw attention to critical mindedness regarding news features in a multilateral way. In the interview 16 participants got to see three SVT news features with lack of criticism. Great importance was given to the spontaneous reasoning of the participant. The study is explorative and has given a number of hypotheses and ideas for further research concerning the subject. Among other things the study shows that previous beliefs affect the critical mindedness of the individual, that individuals have the ability to think critically if reminded and that the trust of the source and medium affects the critical mindedness of the individual..

When being in preschool, I have come across children who I have had difficulties to really meet, and I have felt that the communication between me and the child has been deficient. Since I believe that the meeting of child and pedagogue is essential to learning and development, I find this an important subject of further study.The purpose of my study is to investigate if, and how, teachers regard a possible connection between language capability and behaviour. Furthermore I investigate how they work with language acquisition and communication, and what argument the pedagogues have for this work.To answer these questions I have interviewed two pedagogues who have great knowledge and experience of this subject, and also have special interest in children?s language and communication.In my literary review I give an account of how language acquisition is described in literature, and then compare it with how language impairment reveals. I also describe earlier research on how to work with language development, and what the national curriculum for preschools (Lpfö 98) say on this topic.The result shows that my informants divide in their view of how to connect language capability to behaviour.

This paper investigates the methods used by teachers when teaching elementary mathematics to children with Swedish as their second language. The original mathematical terminology derives from Latin, Greek and Arabic, this terminology is not of great importance in this paper, the everyday language spoken in elementary classes when teaching mathematical concepts and calculations to younger children is. The use of everyday language is an advantage for children with Swedish as their second language as mathematical problems presented in a more plain language is easier to comprehend and solve than problems in mere numerals. Special teachers in home language classes often have the task of clarifying the mathematical concepts, introduced to the children during mathematical lessons, in the pupils first acquired language. A qualitative method was used in this study.

A richer language when painting before speaking? ? What is a rich language and can painting stimulate towards a richer language?In this work I seek to answer two questions. What may a ?richer? language mean and does it become richer when the informants, as a preparation, paint what they are going to talk about in front of the class, than when they do not paint? This I try to do by studying earlyer research about how to measure the richness in languages and by analysing video recordings of speeches when the students in an sfi-class (Swedish for foreigners) painted or did not paint before the speech, and by analysing the richness in their language. The result is my own definition of what rich language is in this context, and a conclusion that painting stimulates the students to use more words and to use specific words that they need to bring the audience their message..

There are different ways of developing a second language. The purpose of this qualitative study is to investigate whether and possibly how music, focused on singing, can improve the development of Swedish as a second language. Through interviews with three vocal teachers, from three different schools in Sweden, and observations of one of the vocal teachers, information about how they work and think about the subject has been collected. The vocal teachers teach groups of second language learners by singing songs made especially for second language learning. The vocal teachers consider singing beneficial in the development of the pronunciation and improvement of the prosody, which affects the students? capacity to sound like a native Swedish speaker.

View description: The purpose of this study is to investigate in what way the mother tongue language education integrates in a compulsory school activities and also which significance it has to the students who studies mother tongue language. My questions are following:How does the cooperation look like between mother tongue languages teacher, teacher and principal?How do students perceive the mother tongue language education?How does the mother tongue language education take place at the school?Method: This investigation is classified as a qualitative study and consists of theoretical points and empirical material such as interviews and observations.  Based on hermeneutic view of tradition which means that I interpret all my material.Results: My results of this study is that the mother tongue language education does not integrate with the other school activities and the mother tongue language teachers does not cooperate with other teachers or principal at this school. The reason for this is mainly because the mother tongue language teachers work situation. I´ve also seen that language has to do with the creation of a personal identity.