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..

Denna studie, som har en experimentell karaktär, handlar om högläsning i skolår 2. Syftet består i att ta reda på vad som skiljer starka och svaga läsares högläsning åt, samt att undersöka i vilken mån ett medvetet arbete med att göra en obekant text meningsfull kan påverka högläsningen och läsförståelsen i positiv bemärkelse. Dessutom vill jag ta reda på hur olika teorier om läsning kan redogöra för resultaten av ovanstående. För att uppnå dessa mål formulerades följande frågeställningar. (1) Vad skiljer starka och svaga läsare åt beträffande felläsningar och läsförståelse i deras högläsning av en obekant text? (2) Kan en vuxenledd preview-session (förberedande samtal) påverka felläsningarna och läsförståelsen i positiv bemärkelse? (3) Hur kan svaren på ovanstående frågor tolkas utifrån å ena sidan ett whole language-perspektiv och å andra sidan utifrån den nyare läsforskningen? Fyra barn, två starka och två svaga läsare, har deltagit i experimentet.

My point of origin concerning this thesis was an interest for how school may develop students? reading comprehension. International surveys show that the results for Swedish students? performance regarding reading comprehension have declined and the current curriculum, Lgr-11, emphasizes the importance of incorporating this into all school subjects. The special teacher education programme has raised the awareness concerning the importance of including the students and that learning is achieved in an interactive setting.

The main purpose of this study has been to survey the pupils? general comprehension of the content and aim of Swedish as a subject in upper secondary school and their attitude towards the subject. Furthermore the study aims at discerning whether there is a distinguishable difference between programmes with vocational and academic character.The study is based on the results of 101 answers from students in an opinion poll handed out at a Western Swedish upper secondary school. Throughout the analysis the results of the two programme groups have been weighed against each other. The result of the survey shows that:? The understanding of the aim and content of Swedish at upper secondary school is acceptable as a whole.

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 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.

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..

 I denna studie har jämförelse gjorts mellan Interacoustics Eclipse och GSI Audera i samband med Auditory Steady-State Respons (ASSR) mätningar.Syftet med studien var att undersöka ASSR som metod, att utvärdera dess tillförlitlighet i jämfö­relse med tonaudiometri för personer med normal hörsel och personer med hörsel­nedsätt­ning. Avsikten var dessutom att undersöka om elektrod­placering­ på örsnibb eller på mastoid påverkade mät­resultatet, försökspersonens upplevelse av instrumen­­t­ens ljudstimuli, om de estimerade ASSR-värdena påverkades av att mättillfället påbörjades eller avslutades med Interacoustics Eclipse samt undersöka tiden för mätningarna.En experimentell studie genomfördes. Mätningarna som utfördes var tonaudiometri och ASSR, den senare uppmättes med Interacoustics Eclipse och GSI Audera på (n=20) vuxna med normal hörsel och (n=4) vuxna med hörselnedsättning.För personer med normal hörsel påvisades en god överensstämmelse mellan estimerade ASSR-värden och tonaudiometri för Interacoustics Eclipse, något sämre överensstämmelse för GSI Audera. Genomsnittlig mättid för båda instrumenten var ca 40 min. Resultaten visade att elektrodplaceringen inte har någon påverkan på ASSR-värden för Interacoustics Eclipse.

SWITCH- Swedish Intelligibility test for children, is a test thatmeasures intelligibility of children's speech through repetition of singlewords. The test is computer generated and consists of 1000 word listsrandomly selected for each assessment. The purpose of this study was toexamine the equivalence, reliability and validity in the word lists. Word listswere tested on ten children with typical language development (N group)and ten children with speech deviation (T group). The children were audiorecorded when they repeated two lists.

This study is focusing on students at compulsory level and their performance in national exam tests when the students first language is taken into account. Students in Swedish schools with non-Swedish speaking parents commonly follow language classes for limited Swedish proficient students. How does this affect their results when tested in other subjects as physics,biology and chemistry? A general claim is that national tests can provide data for balancedand fair grades. This view is challenged in this paper, through Principal Component Analysisof test results that shows a difference between schools when the schools social position and share of limited Swedish proficient students are measured.

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.

Test is an area in system development. Test can be performed manually or automated. Test activities can be supported by Word documents and Excel sheets for documenting and executing test cases and as well for follow up, but there are also new test tools designed to support and facilitate the testing process and the activities of the test. This study has described manual test and identified strengths and weaknesses of manual testing with a testing tool called Microsoft Test Manager (MTM) and of manual testing using test cases and test log templates developed by the testers at Sogeti. The result that emerged from the problem and strength analysis and the analysis of literature studies and firsthand experiences (in terms of creating, documenting and executing test cases) addresses the issue of the following weaknesses and strengths.