The main goal of this study is to verify how teachers describe the differences between two school subjects Swedish as a first language and Swedish as a second language. Moreover, this investigation focuses on how the two curriculums differentiate from each other. The method that was chosen to carry out this qualitative  investigation was semi-structured interviews whith two teachers, who are presently teaching these two subjects.The results of this study conclude that there are no significant differences in the two curriculums. One of the most important difference that has been found was howewer that it is very important to continue improving the language, for example, conversation about different topics in the classroom, teaching the students in small groups and enhancing their vocabulary.  The findings and results of this study are in accordance with earlier research.Moreover, this study concludes, however, that the differences between the two curriculums of the two subjects named above are based on the methods that help students to improve their language development..

AbstractAim; With this study we aim to know more about the possibilities teachers in pre-school regard useful in their work, when encouraging children?s language development. In the study we are inspired by the thoughts and ideas of Lev Vygotskij. Method; We interviewed eight trained teachers at four pre-schools in Sweden. The interviews were recorded and later written down.

The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students.

We want in this paper, by using participant observation and qualitative interviews, comecloser to an understanding of what meaning a language café might have for the peoplewho go there. Many of the visitors are people who recently moved to Sweden and are inthe middle of a process of learning Swedish. We want to get a further insight into howthey feel about their situation and what the social encounters on the language café mightmean to them. The purpose is to examine how this can have significance for the identitydevelopment of the visitors.The result shows that the language café is an important place for the visitors because itis the only place they can go to in order to practice speaking Swedish, which isimportant for them to find their place in Sweden. The language café also fulfils animportant function of a place where the visitors can receive an understanding of theSwedish society and reflect about it, but also a place for self-reflection to see theopportunities in the situations they find themselves in.

The purpose of this study was to investigate how the special education, for children with language impairment in preschool, was organised in a municipality in Sweden. The study was based on interviews and field studies as the primary research tools in qualitative and ethnographic method. The result showed that special education teachers were localised in different geographic areas of school and that there were preschools that lacked special educational expertise in language impairment. Literature and the importance of playing for language development were emphasised as well as the use of signs and visual aids as augmentative and alternative communication. In the preschool for children with language impairment, the teachers carried their knowledge into practical and pedagogical work.

Since storytelling is a growing form of teaching we wanted to interview teachers to see what their experiences and opinions were on the subject. Therefore the purpose of this study is to use interviews to examine teacher perceptions and experiences about storytelling and its effect on language development. I will investigate both the use when the teacher is telling a story but also when students are telling stories. With help from my supervisor I was able to come up with interview questions that would help me answer my research question. After the interviews I reviewed the answers and analyzed them.

The purpose of this essay is to describe how preschool teachers think about language stimulation and how they work with it when it comes to small children in preschool. My research questions were:? What kind of methods do the preschool teachers use? And what kind of work procedure do they have?? Is there any difference in the work procedure when it comes to daily routines and playtime?? How do the preschool teachers describe their work procedure with language stimulation?To be able to reach my purpose and answer my questions, I decided to make a case study. I have made observations of the preschool teachers and how they work and I have made interviews. The material that I have used, beside observations and interviews, is literature that is about earlier research about this matter.The result of the study shows that the preschool teachers considers their work with language stimulation as part of everything they do.

The purpose with this study has been to get a previous knowledge about how pre-school teachers look at the impact of the picture book for children and their language development and participation at the age of three to five years. The study was carried through inquiries at a pre-school in a west Swedish urban district. The study proceed from the sociocultural theory which means that children learn by teamwork with other more experienced individuals. The result shows that the pre-school teachers consciously let the interest of the children guide the choice of books. At the same time they push for the meaning of conversation with the children.

The study highlights teachers´ perceptions of creative writing as part of learning processes in the subject of Swedish, based on creative activities. The background to this study comes from the curriculum that describes opportunities to experience different kinds of knowledge. Creative activities in various forms and the ability to one´s own creativity is emphasized. The empirical data in this study is collected through qualitative interviews with four practicing teachers. The result shows that there are two different views according to creative writing as a text creation.

Test for Auditory Comprehension of Language -3 is an American picturebasedtest developed to examine children?s auditory comprehension of language.The aim of the study was to create a translation and to examine if the test wouldcontribute to the information about a child´s language comprehension received bysimilar tests that are used today. In the present study the test items were translatedinto Swedish. The translation was evaluated with 32 children in three different agegroups at a school in central Gothenburg. A linguistic examination of thetranslation and a list of the grammatical structures that are tested were made.

The purpose of my study is to investigate teacher?s perceptions of their mission in the preschool class, and how they work to promote children?s Written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools.My questions are:What conceptions does teachers have about their mission in a preschool class?What different methods and approaches does teachers use to stimulate and wake children?s curiosity for reading and writing development?The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction.

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.

The aim of this study was to investigate, illuminate and discuss teacher?s and multilingual student?s view on the connection between their mother tongue and their learning of other languages. This qualitative study is based on interviews with eight students in the 8th grade and two language-teachers from the same school, as well as ethnographic observations during English and Swedish lessons. With the help of some relevant theories, the empirical study is compared, analyzed and interpreted. The results show that the theories and informant?s view on the connection between the mother tongue and other languages are similar, which is that the mother tongue must be fully established before a new language can be taken in..

The aim of this study was to examine language abilities and their correlation to reading comprehension in 12 year old children with mild tomoderate sensorineural hearing impairment. Eight children with mild to moderate hearing impairment were tested in listening comprehension, grammatical comprehension, receptive vocabulary, phonological short termmemory, word finding, semantic relations, reading comprehension, comprehension of written words and decoding of words and non-words. The results were compared to results from a comparison group. The children with hearing impairment had significantly lower results in phonological short term memory and decoding. No significant difference was found between groups in reading comprehension.

This essay is a combination of an interview, survey and an observation that involves seven different teachers and thirty-eight pupils in a school situated in a suburb of Stockholm. The purpose of my research is an attempt to give a picture of how a team of teachers in a primary school act together when teaching maths, as the majority of the pupils have another mother tounge than Swedish. Yet another purpose of this essay is to examine what possibilities this team of teachers have in trying to develop the Swedish language within other bilingual pupils and at the same time develop their math comprehension. I have chosen to initiate the theoreti-cal starting point through the points of Rodell-Olgac & Rönnberg & Rönnberg; these authors discuss the importance of language comprehension when it comes to developing ones math skills. I have reached the conclusion in my examination that it is important to raise the impor-tance of language comprehension within math-education.