The purpose of this thesis was to investigate whether publiclibraries language cafés can support or enable the empowerment of the participants. Empowerment means that the individuals ability to take control of their own lives is strengthened and that the individual becomes more independent. Empowerment also means that the individual takes part in a community. An important part of this is the language. I have developed two research questions: What forms of empowerment can be seen in the respondents' statements? What role do language cafés play for people from other countries, in terms of empowerment? The thesis empirical material consists of interviews whit five people involved in different languages cafes in public libraries in the city of Malmö.

Purpose/aim: My purpose is to illustrate the significance of the language in communication with immigrants having a different native language, who suffers from dementia. The three main questions have been:How important is the native language in the communication with immigrant who suffers from dementia?What consequences can happen for the immigrant who does not understand Swedish? How can we use the salutogenesis point of view to create satisfactory care for immigrants who has difficulties to make them self understood in the Swedish language? Material/method: I made qualitative interviews with staff working in nursing homes with dementia care. I also searched scientific articles and other findings in this area of science. Main results: The best care for immigrants with dementia is nursing homes where the staff speaks the immigrant?s native language.

The purpose of this degree thesis is to investigate what the English teachers in an upper sec-ondary school, think about teaching students in ability grouped classrooms. The questions that I have set out to investigate include what the teachers think about ability grouping in English, the school?s current organisation of ability groups, the pros and cons of ability grouping in English, differentiation in teaching and if students get more individualized teaching with abil-ity groups, how the teachers cooperate and what would be the optimal teaching situation in an English learning classroom.I did a lot of theoretical research on the subject and studied old essays on similar subjects. I also did some classroom observations to use as background information for my interviews. I interviewed five teachers of different sex, age, and teaching experience.

AbstractIn my work on language development in preschool the purpose was to examine how and to what extent the pre-school supports children with special needs in their language development. Trough qualitative interviews with four preschool teachers, I wanted to see how they work with language development in preschool. In the study, Main questions asked in the inquiry :How do teachers and support children?s language development?What techniques, resources and tools available to facilitate language development? The conclusion that I made from my inquiry is that the primary language stimulation methods teachers use to encourage children?s language development are rhymes telling, books reading and song singing based on active selection of pieces that match the children?s maturity level.And how they are using different language stimulation techniques Karlstad model, TAKK (Signs of augmentative and alternative communication) and TRAS (Early registration of language development) to promote children?s language development. Keyword: Language development, language stimulation, treatment, communication, methods..

Sweden has a growing proportion of children living in a multilingual environment. It is thus highly important that caretakers as well as professionals who meet these children have knowledge of multilingualism and its impact on language development. Also, an increase of referrals of multilingual children with suspected language impairment to speech and language pathology clinics is seen.The objective of this study was to investigate the linguistic ability in both Swedish and Arabic in a four year old child with suspected language impairment. A further aim was to implement an intensive intervention and evaluate the efficacy of it. Language testing in both languages showed that the boy?s greatest need was in the lexical domain.

A cochlear implant (CI) is a hearing device that makes it possible for individuals who are deaf or has a severe hearing impairment to receive auditory information and develop spoken language. The pragmatic ability may be affected. In short, pragmatics may be described as the study of language use in social contexts. Pragmatic ability can be seen as the result of the individual?s behavior as well as the underlying causes.The aim of the present study was to describe the pragmatic ability in children with CI.

The purpose of this study is to investigate what five primary teachers in five different schools with many second language students have for an idea about inclusion, language development, practices and environment of the multilingual classrooms. In my study I discusses teachers 'views on the multilingual classroom, inclusion, development of language in a language developing classroom environment and the importance of language skills has for multilingual pupils' language development and learning of the Swedish language. The method used was unstructured interviews using a digital recording device. The results showed that for these five teachers, meeting second language learners was in there everyday teaching, while it is a challenge to motivate and support them on their level. The teachers work diligently to find a balance and a working classroom environment for the multilingual classroom where all students, regardless of conditions, background, experience, knowledge and language could be offered an equal opportunity to education. .

This work is an essay on language, multilingualism, and identity. My purpose in this work was to try and explore how today's young people views in their native language, identity and language development in a multicultural society. I was also interested in how young people find a balance between two very different cultures. Since my work will be based on interviews, I have chosen a qualitative approach. My choice of the qualitative method is primarily related to my purpose.

The purpose of this study was to, from the teacher's point of view; discover pupils with reading difficulties in connection with text assignments in mathematics, the teacher's support for these students, if difficulties coincide and whether it's the mathematics teacher's responsibility to make sure pupils with reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics teachers and one language support teacher.The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the teacher is absent. It is not unusual that reading difficulties and mathematics difficulties coincide. The teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts.

Mind-mindedness refers to the mother?s ability to treat her child as an individual with a mental life of his or her own. In the present study, the purpose is to investigate the relationship between the amount of mind-related comments the mother produces when the child is 9 months of age and the child?s development in language and communication at the age of 15 months. The hypothesis is that the amount of mind-related comments the mother produces has a positive affect on the child?s language abilities as well as his or her ability to initiate joint attention.

The aim of this essay is to examine why and how three teachers who work in elementary classes choose to use ability grouping during math lessons and what they think of ability grouping as a method to individualize the activities according to the pupil?s needs.I chose one main question for this study that is the following:What is the teacher?s point of view and experience of ability grouping in teaching mathematics?And three sub-questions:What are the motives behind the choice of ability grouping?What are the advantages of ability grouping?What are the disadvantages of ability grouping?In order to be able to answer my questions, I used the qualitative method. I interviewed three teachers who work in the elementary classes (First to fifth grade) to find out what they think about ability grouping and how it is experienced in mathematic teaching.The result shows that the common thing between these three teachers is that they don?t use ability grouping as the only teaching method. They all agree that the whole class teaching has many benefits for the pupils.

The purpose of this study was to examine whether a L2 learner could correct or imitate structures of the language that they could not produce in written production defined by processability theori levels.The Informants had Arabic as their mother tongue. The study showed that the ability of correction developed slower than the capacity for imitation and the ability to written production. The ability of the correction developed by the duration of the stay. The result was a confirmation of theory formation in processability theory. Corrective elicitering could be developed into a useful diagnostic tool in the classroom and thus provide an education that followed a natural learning order according to processability theory by Pienemann.Keywords: processability theori, imitation, correction, written production.

A historical study of intervention for aphasia may provide information on how speech and language pathologists work with people with aphasia. Aphasia is seen as an umbrella term for symptoms of language disorders caused by aquired brain injury. The overall aim of the present study was to describe and analyze the development of intervention for aphasia during the periods 1990-1999 and 2000-2010.The study was conducted by analysis of 83 medical records from two hospitals in Sweden during a period of 20 years. These decades were compared to each other and yo current litteraturein search for differences and trends in aphasia intervention.The Results of the present study revealed that intervention mainly focused on recovering the linguistic ability in both the 1990s and 2000s. Intervention and literature focusing on communication seem to increase during the 2000s.

The main purpose of this study was to examine how preschool teachers are working to promote each child's language development and whether they can ensure that they do that. Therefore I wanted to find out what a good language development implies for each teacher, how they work to promote each child's language development in daily practice, how they measure the actual language development and also what conditions the teachers have, to engage in a language development way to work. For the study, I chose a qualitative method, with structured interviews and all together I interviewed six preschool teachers, within the same organization in a suburb close to Stockholm.  The results showed that there is an ambiguity, among the preschool teachers, in what a good language development means, but it can be stated that they do have a language development way to work even if it needs to be developed. Further on, it has emerged that the teachers have the tools to measure children's language development, although they do not have the conditions yet to use the method to the fullest. About the preschool teachers own conditions in order to operate in a language development way to work, I concluded that they have a strong foundation to build on, but they still have much work ahead of them.

The Division of Language and Communication at Chalmers uses a web-based language tool, named EngOnline, to teach English grammar. The language tool suffers from some shortcomings. These include stability problems and an outdated interface but, above all, there is no documentation. Because of the lack of documentation and EngOnline?s need of maintenance, the Division of Language and Communication has decided to replace the language tool with a new and well documented one.The new language tool was developed using an agile work process; detailed documentation was replaced with more efficient communication.