The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students? re-production of gender.

The aim of the study is to investigate how pedagogues working with gesticulation and facial expressions to communicate with children aged 3-5 years. The methods used are observations as well as interviews of educators. My empricial evidence was collected on two different preschools in Värmland County. The pedagogues are dealing with body language in a conscious way by collections as they sing and they reinforce feelings of characters support. In my conclusion I have come come to the conclusion that there is no difference on how male and female educators use gesticulation and facial expressions without its personality traits and body language often are unconsciously in conversations with children..

The purpose of this essay is to discuss and compare different ways of learning new words and expanding your vocabulary in a foreign language. This is done by an examination of relevant literature and available research, as well as by an empirical study with two upper secondary school classes, in which two different methods are put to the test: one traditional method of the kind that is found to be most common in second language acquisition, and one designed to take existing research into account. The results show that, although effective in the initial stages of acquisition, the traditional method, where words are learned in isolation and via translation to L1, results in a very limited form of knowledge. A big part of the words acquired via this method is also forgotten soon afterwards. The other method, where words were learned and tested in its proper context, was found to result in a broader form of vocabulary knowledge, covering more aspects, and that remained over time.

In this qualitative study of students? methods of calculating subtractions, I have used interviews, subtraction exercises and analysis of teaching material. The purpose of my study was to explore which methods students in grade three uses when calculating subtractions. I also wanted to highlight which strategies the students use and their comprehension of the concept of subtraction. In the study, I also highlight the different pedagogical ideas on which the teaching material is based on and the students? choice of methods.  The study shows that the students choose to use the methods?deduct? and ?kind of number? independently.

The purpose of this essay has been to study the comprehensibility and the plainness of chapter 1 and 2 in ?Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011? that is one of the governing documents of Swedish upper secondary school. The Swedish government approved a national language policy in 2005 which involved an aim that the official Swedish language would be refined, easy and comprehensible. Plain language has since the eighties had a prominent place in Swedish research and science and is now a thought-out principle at almost every public authority. This essay has performed a linguistic text analysis, a plain language analysis, a plain language test and a critical discourse analysis on the two chapters from ?Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011? that is common for all upper secondary school programs.

AbstractThis essay investigates what knowledge members of staff in day care centres for grown up people with disabilities have about Alternative and Augmentative Communication, AAC (in Swedish, Alterantiv och Kompletterande Kommunikation, AKK). Day care centres are working places for people with disabilities who do not have the possibility, caused of their disability, to work in ordinary works in the open market.To communicate with other people is a human right for all people even if you have a disability, even if you don?t have a spoken language or if you, because of your disability, have difficulties to understand a spoken language. When you don?t have a spoken language you need different ways to be able to communicate, make choices and take part in activities in the community.

This essay covers the subject of children with language disorders. We are two educators writing an experience-based essay on our preschool experiences and the literature with the subject of speaking disorders and verbal development. The main focus of this essay is how educators can recognize and stimulate children with language disorder. The starting point in the essay is two experience-based events from preschool which tells of two different boys, aged three and four. Both boys have some kind of verbal disorder and one of them also has Down´s syndrome.

This study deals with how the Swedish school system handles questions concerning sexuality and normality. It is also an analysis of how the guidance material Någonstans går gränsen from RFSL Stockholm is used and could be used in teaching.The study consists of two parts. The first part is a study of literature that portrays how teaching concerning these issues is performed in schools, what methods that are recommended and what methods are actually used in teaching. The second part consists of interviews with people dealing with these issues in school and in organizations.My results show that schools often use a ?pedagogy of tolerance? while the guidance material and the research and theories concerning sexuality and normality advocate a more ?queer pedagogy?.

This is an ethnographically inspired study focusing on multilingualism in a Swedish preschool setting. The purpose of the study was to find out how the children perceived their multilingualism and how it was expressed by the children in the interaction with teachers and peers. The research questions were as follows: How is the multilingualism expressed in the day to day interaction in preschool? What significance does the daily interaction with peers and educators have for the children?s perceptions of their multilingualism? How do the children perceive their multilingualism and the value in their multilingual abilities?  To answer these question methods inspired by ethnographical studies were used, namely participant observation and semi-structured interviews with the children.   Theory was used from two areas; childhood sociology as theorized by Corsaro with the ideas of peer cultures and interpretive reproduction, and the sociology of language with the theory of collaborative empowerment as introduced and developed by Cummins. The children in the study were seen as social actors who are important here and now and who contribute to the development of society.   The study showed that the multiple languages were visible in the preschool, but that the Swedish language was upheld as the norm and the language of communication; no children were recorded playing in their ?home language? during interaction with other children.

The purpose of these studies is to see how the reception and education of non-Swedish speaking newcomers are organized in a small county, and what you can do to improve this process to achieve a better and quicker integration into the Swedish language and society. To do this, interviews have been performed with four headmasters and different categories of teachers representing all schools in the actual county.In the result it was clear that both headmasters as teachers saw a need to change   and improve reception to provide consistent but flexible support. The headmasters wanted to create written instructions to assure equivalence between the different schools. The majority of teachers wanted to change the current system whereby some pupils, based on their origins, were placed in a preparatory class to learn the language whilst others were placed directly into a Swedish class. All teachers also thought that the help the non-Swedish speaking newcomers were offered was insufficient.The conclusion is that the county must decide and create instructions according to Skolverket?s recommendations and it also ought to offer all pupils the possibility of learning the basis of the language in a preparatory class.

The purpose with this essay is to compare two classes in an international school during their mathematic lesson. The international school offers education to their pupils in two languages; in Swedish and in English. Through this study I want to find out how teachers are working with language and communication during school hours. I will compare the work of two teachers and two classes to find out the differences and similarities between their work methods concerning language and communication during mathematic lessons.The main questions for the essay:How do the teachers work with language and communication in this school during the mathematic lessons?What similarities and differences are there between the two teachers in matter of methods of working with language and communication during the mathematic lessons?The research is based on interviews with the teachers and also on observations in the classroom during mathematic lessons.

Swedish students' knowledge of mathematics has deteriorated in recent years. Teaching of mathematics is therefore starting point in an ongoing discussion among researchers, school leaders, politicians, teachers and others, who all thinks they know best about how teaching should be designed to the greatest extent possible to raise students' proficiency levels in the subject. Teachers' practices have long been the focus of discussions and views on these differ. The purpose of this paper is therefore to study students 'conceptions of mathematics and mathematics teaching, with teachers' methods and tools of focus, in relation to previous research on the subject. The method used was a survey of students in secondary school and a textual analysis of previous studies on the subject.As revealed by the survey was that the textbook has a big advantage in mathematics education in Sweden today.Many students are not accustomed to working in a different way and thereforedoes not know either what the alternative approach entails.

Because of the globalization of society, English as a foreign language (EFL) has become easier to access through internet and outside school English activities, so called ?extramural English activities? (EEA). Previous research indicates a positive relation between pupils? EFL vocabulary development and EEA (Sundqvist, 2009). This development may influence teachers? lesson planning, because of pupils? wide span of interests and the resulting different levels of EFL vocabulary.

The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students? re-production of gender.

AbstractThis paper aims to examine reading comprehension among Swedish Upper Secondary Schoolstudents who are doing their last school year. My research questions are if the students havesufficient reading comprehension to cope with university studies and higher educationaccording to a comprehension test and if there is a difference between students who studiedSwedish B course or Swedish as a second language B course. Furthermore it involves issuesof differences in results depending on gender and if the second-language students were bornin Sweden or abroad.To get answers to my questions, I let 112 students in my survey carry out the readingcomprehension part of the TISUS test, observed several test sessions, and interviewed 24students who participated in the test. The result shows that most students have difficultieswith the reading comprehension, and probably would find it difficult to study at universitiesor colleges. There are major differences in the results between the Swedish B-students andSwedish as a second language students, but also within these groupings.