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..

Title: Sing in Swedish! The purpose of this study is to find out how songs and singing could complement Swedish second language education. The method I have used to collect information is qualitative interviews with four persons with different professions: a teacher, a choirleader, a singing teacher and a medical doctor and a laryngologist. The study begins with a few thoughts about my interest in the subject, followed by a short overview of other studies and literature that has been published on the subject. The persons I have interviewed has experiences of either singing, use of voice or teaching of the Swedish language. The results of the interviews have been analysed and compared with the literature.

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 school there are many pupils with Swedish as their second language and these pupils often have less basic condition compared with pupils with Swedish as their mother tongue and the most common root cause is lack of language knowledge, also the time spent in Sweden matters.I have trough questionnaires and literature studies investigated if there, for pupils with Swedish as their second language, is an easier way to figure out how to read and write in Swedish using fiction literature as learning material compared with ordinary ways.In the questionnaires that I performed participated a number of teachers that teach Swedish as a second language. These teachers all work in schools with a big share of pupils with Swedish as a second language.I also tried to evaluate if there was a difference between teachers with a graduation in Swedish as second language compared with these who don?t have a graduate but still work with these pupils.The result shows that I discovered that only the graduated teachers have used fiction literature as a learning material in the daily work and have experienced good results from the pupils, they also knew why they used fiction literarture for reading and writing training.As a teacher it is very important to have the knowledge regarding children that have Swedish as a second language, to be able to support them in a correct way.Despite the pupil can?t speak or read the new language, it has feelings and knowledge about the circumstances that they can?t express.The teachers mission is to knew and have understanding for these circumstances.Keywords: Pupils with Swedish as second language, learning to read and write, fiction literarture, school..

Swedish as second language: A qualitative Study of Teachers view of pupils learning ability the Swedish language as the second language.

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.

AbstractThe purpose of this study is to analyse the reading- and writing-approaches: the LTG-method and the whole language-theory. The attention is to perform a comparative literate-study to distinguish their similarities and differences, and examine which one of the approaches that is most clearly anchored in the syllabus of the subject Swedish. The starting-point of the study is the questions: Which similarities respectively differences have the LTG-method and the whole language-theory? Which one of these theories is most clearly anchored in the syllabus of the subject Swedish? The study has shown that both the whole language-theory and the LTG-method can anchor in the syllabus for Swedish. However the whole language-theory has stronger hold in the syllabus, as the whole language emphasises the meaning of literature for reading- and writing-learning, and considers the pupils reflection during their learning-process and conquered knowledge-goal.

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..

 ABSTRACTThis study focuses on immigrant women in Sweden and how their perceptions of resource loss may affect their motivation to learn Swedish. Focus group discussions were conducted with immigrant women who partake in a Swedish language learning project. Their Swedish language skills were very limited, and all of them had no or very few years of elementary level education. Results of the study suggest that the strongest motivator to learn Swedish is its potential role in facilitating everyday activities.    .

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.

In this report, a case study of conditions for Swedish language development in children of immigrant origin is presented, and its results explored. The boundaries of the case study are defined as preschool pedagogues? facilitation of Swedish language development through co-learning, in children of immigrant origin in an ethnically segregated urban area. Concepts central to the report include dialogue, second language learning and perspectives on language difficulties. For the theoretical background of the report, a basic sociocultural theorem is used, which links language as well as other areas of development to verbal interaction in a social context.

The purpose of this qualitative study is to understand and examine the problem andreason why second language pupils have difficulties reaching the goals of thecurriculum in ?Swedish as a second language?. The study is based on interviews withtwo second language teachers and Vygotskijs and Antonovskys theories. The interviewswith teachers gave a broader view on why these difficulties exist and whatconsequences might occur. This analysis shows that there can be different reasons as towhy pupils can not reach the goals in their second language that are set for them.

The aim of this study is to have a deeper understanding about the motivations and the obstacles of an immigrant?s language learning. I have studied the problem with focus on integration and language learning. The study is principally based on deep interviews with Turkish immigrants. I have studied the question by means of a socio-cultural perspective of learning; Mead?s conceptions I, Me and the generalised other; Scheff?s conception, the social bonds and Freire?s conception, dialog and Asplund?s conception social responsiveness.

The purpose of this study has been to investigate how four 3rd grade pedagogues allow communication in the teaching of mathematics and how these pedagogues allow their students to use and expand their language of mathematics. It has also been an aim to investigate these four pedagogues? opinions about the significance of communication and of the language of mathematics for students? mathematical learning.The study is based on a sociocultural perspective of Vygotskij?s. The theory implies the importance of using the language and communication for students? learning.

Research has shown that students with another mother tongue than Swedish terminate elementary school with lower grades in all subjects, compared to students having Swedish as a mother tongue. This fact justifies further research on the forms of teaching Swedish as a second language. Attention has been given to the fact that the students with another mother tongue than Swedish have to cope with "dual learning". Parallel to the learning of a second language they need to obtain knowledge in all other subjects. The purpose of this thesis is to investigate how the School organise the work with students having another mother tongue than Swedish, and to find out how teachers in other subjects solve the problem of having students that struggle with "dual learning".