English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language.The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English teaching.The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their teaching. In the interviews reveals information about the teaching method which, in my opinion, indicates that, unconsciously, adapting their teaching when they have second language students.

The aim of this study is to investigate English teachers? communication when teaching English in grade three in Swedish schools. The investigation seeks to find out what language is, and why it is, dominant and how the proportions in the teachers? uses of English and Swedish in time are distributed. The study also describes what attitudes teachers have to the English language and if, if so how, two categories of strategies, namely body language and code switching are used.The study was performed in two steps with different methods for collection of qualitative empirical data.

English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language.The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English teaching.The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their teaching. In the interviews reveals information about the teaching method which, in my opinion, indicates that, unconsciously, adapting their teaching when they have second language students.

The purpose of this dissertation has been to get a deeper understanding of how, when and why the English teachers of year 6-9 at a particular multilingual school use Swedish when they teach English in a multilingual classroom. Data were collected through notes taken during observations of two teachers during one lesson each. After observing the teachers I conducted one interview with them each. Swedish was used mostly when grammar was explained and when work was done with vocabulary. If Swedish dominated during a lesson or not, depended on what was being done during the lesson. The main reason given why the teachers used Swedish in teaching English was that they were not trained to teach English in a multilingual classroom where Swedish is not the first language of all the pupils. The teachers felt it was difficult to speak English during a whole lesson when they were teaching a group of pupils who had a low level of English..

The purpose of this study is to investigate and describe the role of course books for teaching English to children at intermediate level of primary school in Sweden. The essay is based on a descriptive, qualitative method and interviews have been conducted with seven teachers in different schools, teaching English in year 4, 5 and 6.The result of the study shows that course books have considerably influence on the teaching of English in the schools who took part in this investigation. The participating teachers use a course book as main teaching material and almost everybody follows the traditional routine working with Textbook and complementary tasks in Workbook every week. They base their lessons on course books and use alternative teaching material mainly for fun activities, speaking practice and individualization. Even though all teachers rank speaking and listening as most important for new learners, it is reading which has the largest impact on their teaching.

The intention of this study is to find out how the English subject takes form and develops in the early years in school related to the curriculum, teachers, teaching material, students and parents. The methods of the survey have been classroom observations, teacher interviews, textbook analysis and a parents´ questionnaire. The findings of this study are that the knowledge of the teacher in and about the English subject can have effect on how the English subject will be presented to the students during the English lessons and the amount of the students oral production of the target language seem to depended on how much the teacher uses the target language in the classroom. The contents of the English lessons was overall structured by the curriculum. The parents and their interest in their children´s education seem to have had an impact on how much focus the English language get.

The aim of this study was to describe and analyze if and in that case how project Speaking English contributes to improved skills in English to pupils in reading and writing difficulties. The project started out in order to give pupils in reading and writing difficulties an alternative to the regular English teaching. The study was carried out in two nine-year compulsory schools. We have conducted interviews with both teachers and pupils to see what they think about the project. According to the teachers we interviewed Speaking English contribute to improved skills for the pupils and they also believe that their chances to pass the 9th grade will increase.

This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.

The purpose of this degree thesis is to investigate what the English teachers in an upper sec-ondary school, think about teaching students in ability grouped classrooms. The questions that I have set out to investigate include what the teachers think about ability grouping in English, the school?s current organisation of ability groups, the pros and cons of ability grouping in English, differentiation in teaching and if students get more individualized teaching with abil-ity groups, how the teachers cooperate and what would be the optimal teaching situation in an English learning classroom.I did a lot of theoretical research on the subject and studied old essays on similar subjects. I also did some classroom observations to use as background information for my interviews. I interviewed five teachers of different sex, age, and teaching experience.

This study is about the use of textbooks in teaching English as a second language and about teachers? attitudes and opinions of using textbooks during lessons. The aim of the study is to receive a deeper understanding of the use of textbooks in English teaching and to learn about why teachers choose whether to use the textbook approach or not. The study contains an analysis of the textbooks the teachers in our study used. The analysis shows the actual content and the types of texts together with the design and the structure of the textbooks.

In today?s society there is a discussion regarding students? level of knowledge and personalisation. The classrooms consist of heterogenic groups of students with different learning needs and levels of knowledge. The purpose of the present study is to find out how the students who participated perceive the teaching of English as an additional language with regards to personalisation, and how they believe differentiation can help develop and deepen their learning. This study has been conducted using a qualitative method with interviews as the core, complemented by observations. The results have been analysed and interpreted hermeneutically. The results show that those students who have a positive attitude to English education, irrespective of their grade, are those who see the benefit of knowing English outside the classroom, and thereby create a connection between reality and studying English.

Due to the Danish kings? engagements on the British Isles, the early town of Lund, was influenced by English and Anglo Saxon traditions, architecture and technology. The main aim of this essay is to find out in what ways, and most importantly how this can be seen in the archaeological material, and how it changes over time. Within a framework of historical sources, archaeological finds like excavated stave and stone churches, cemeteries, pottery, and everyday personal objects, both English immigrants and English influence is found. The problem of the English origin of the palisade wall technique is discussed, as is early Lund as a Viking age town.

The purpose of this study is to examine how teachers and pupils experience the use of fictional literature as a tool for language development in the teaching of English as a foreign language. Through surveys and interviews and with Vygotsky?s theory on development in a social environment as a theoretical base, I examine which methods are used to promote language development and also which functions pupils and teachers consider fictional literature to have in the teaching of English. Results show that teachers consider fiction to be among the top methods to get pupils to learn English. Teachers and pupils both favour the use of fun and stimulating reading activities as well as group activities where learning is social to go along with the reading of fiction.

This study is about the use of textbooks in teaching English as a second language and about teachers? attitudes and opinions of using textbooks during lessons. The aim of the study is to receive a deeper understanding of the use of textbooks in English teaching and to learn about why teachers choose whether to use the textbook approach or not. The study contains an analysis of the textbooks the teachers in our study used. The analysis shows the actual content and the types of texts together with the design and the structure of the textbooks.

The purpose of this study is to chart and describe which content and different models that teachers use when teaching English as a foreign language at upper secondary school in Sweden. The study was performed through a phenomenonographic point of view, where the aim is to present and compare different understandings within a certain area. Our study emanates in Lars-Göran Malmberg?s theories about different teaching models used when teaching Swedish, which have been transferred and modified by Bo Lundahl into teaching English as foreign language. On the basis of this theory, six individual interviews with different teachers at upper secondary school were carried out with concern of discussing the content and aim of English teaching.