AbstractThe purpose of this paper is to investigate to what extent LS ? a standard screening test for dyslexia ?is also relevant for the purpose of finding second Language students with dyslexia. Starting with an overview of recent studies in the field, I have analyzed texts from parts of the chosen material. After a brief presentation of the test, I have presented it from a second Language point of view. Furthermore, I have analyzed the way in which the test measures phonological awareness, lexical accessibility and correctness in Language.

Abstract  The purpose of my study is to see how pedagogues describe their work with Language stimulation in preschool. My study is a case study. Through qualitative interviews and observations with three pedagogues I want to se how it works in preschool.     My research question was:How do the pedagogues describe their work procedure with Language stimulation?  My result of this study is that Language stimulation always is included in all preschool activities.

AbstractThe purpose of this paper is to investigate to what extent LS ? a standard screening test for dyslexia ?is also relevant for the purpose of finding second Language students with dyslexia. Starting with an overview of recent studies in the field, I have analyzed texts from parts of the chosen material. After a brief presentation of the test, I have presented it from a second Language point of view. Furthermore, I have analyzed the way in which the test measures phonological awareness, lexical accessibility and correctness in Language.

I have chosen to write this essay on Language development in a preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native Language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects.

This study aims to investigate, describe and discuss the views of group new arrived pupils from the preparatory training to the compulsory school level. They all came to Sweden and started in the preparatory training there they also started studying Swedish as a second Language. This study aims to investigate the creation of identities and how the pupils socialize in the Swedish school. The study has been conducted with respect to the pupil´s own perspectives and what they consider important.The methods used are interviews together with an interpreter. Their voices are used and described in this paper.

The aim of this study is to look at the way four teachers in, and five workbooks for, the course Svenska 1/A+B in upper-secondary schools include Language varieties in their content. The research is based on qualitative and quantitative analyzes of the workbooks, where words and content are examined, and also interviews with the teachers who presents how they work with Language varieties in their education. The results show that Language varieties are accepted in school-education at the same time as they are, and have been, alienated in a way. The results also show that Language varieties are less prioritized than other areas of education in the same subject..

Language choice is a required course in years 6-9 of compulsory school. Those who do not wish to study a Modern Language of French, Spanish or German may choose Language choice English or Language choice Swedish instead. These two courses are meant to provide students with additional support and advanced work in those subjects. Although grades are given in Modern Languages, Language choice English and Swedish do not merit a grade. Neither Language choice English nor Language choice Swedish has a set curriculum or syllabus.

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.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.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 purpose of the essay is to study documentation of teachers in reports of students? development at school. The study will concentrate on what teachers write in the reports, to what degree the written text refers to the aims of the Swedish curriculum and also to study what kind of Language the teachers use in the reports, based on theories of professional Language. The material used consists of written reports from two classes, one in the 6th and one in the 8th grade from two different schools. The reports come from six teachers altogether, and the text has been divided in phrases which have been categorized in different groups depending on the content and the Language used.

This research shows and analyses how pupils in ninth grade in the nine-year compulsory school look at being multilingual, at the Swedish Language and at Swedish as a second Language. I also want to know if Language and culture knowledge are taken care of in school as it says in official documents for the Swedish school and as it also is desired in an intercultural education. For my research I do eight interviews in a suburb school south of Stockholm.My work includes a limited account for the current research about being multilingual, Swedish as a second Language and about the close relationship between Language and culture. The applied theory is a social constructivist theory which in short can be explained like that we construct social structures that have consequences on the individual as well as on the society.I show in my research how the view of the world around the pupils influences their view on their Languages, their school and their neighbourhood. I also draw conclusions from my interviews that Language knowledge is little appreciated in school and that Swedish as a second Language has a low status..

The purpose of this study was to examine how teachers conduct their teaching to be Language developing, and how they in a practical way work with semi-speaking students who have Language deficits in the Swedish Language and / or their native Language. To carry out this study, I used qualitative interviews as a method and I have interviewed six teachers working at a high school.The school that these teachers work at execute a Language developing teaching throughout all the courses in the school. All teachers have a similar idea of what Language developing work is, however, how they go about and what is emphasized most in the teaching differs. The reason for this is because these teachers have different experiences with the Language developing teaching. These professionals agree that this approach is very important and that all teachers, regardless of subject, should work in a Language developing way, in parallel with the rest of their subjects.

Content and Language Integrated Learning (CLIL) is a relatively new method for learning a foreign Language. CLIL programs are growing in popularity and more and more schools are adopting it all around the world. There is still no special education for the teachers working with CLIL, though research suggests it may be an effective method for achieving good results.To get a realistic view of the work of a CLIL teacher, I have interviewed four different mathematic teachers who work at CLIL international schools in Spain with English as the foreign Language. I have compared their methods and experiences with the main ideas of current research in this particular field.The survey shows that the teachers? views about how CLIL is to be used do not completely correspond to that of the research.

The aim of the study is to elucidate and analyze newcomer students´ experiences of the Language Introduction Program, in more detail, how the students describe their time at the program and how experiences could differ between girls and boys. Finally, the study examines how the program, according to the students, can be significant for their future. The analysis of the students´ dictums is based on the perspective of intercultural education. To answer the study´s aim and research questions, the investigation consists of eight semi-structured interviews with students who are studying at the Language Introduction Program at an upper secondary school in Uppsala.The results show that the main advantages with studying at the Language Introduction Program are, according to the students, that they learn the Swedish Language and that they meet students with several cultural backgrounds. The main disadvantages that were noted were that the Language Introduction Program takes a long time to finish, and furthermore, the contact with the students at the other programs at the school is not enough.

Our Language bear traces of who we are and of the culture we live in. As human beings we create Language in interaction with other people and with our society. Media and commercials are other factories that strongly influence our everyday life as well as our Language. With this study we would like to illuminate how our surroundings influence our Language. We focus on the Language of young people and their use of symbols, phrases and expressions when they reflect on relations.

The purpose of this study was to broaden knowledge about how native Language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which Language development methods and forms used by educators to work with native Language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native Language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native Language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three Language groups, because verbal Language is not always enough for all children to understand.