SammanfattningDet här är en tur i sagans land, där jag visar er vad pedagogerna använder högläsning av sagor till och vilka syften som är bakomliggande. Genom litteraturen får ni en bild av vad högläsning av sagor skapar, hur sagoarbete bör ske enligt författarna och arbetets syfte. Jag har valt att använda metoden intervju med två pedagoger i en förstaklass. Resultatet i min metod d.v.s. mina intervjuer visar de två pedagogernas arbete med högläsning av sagor och deras åsikt om vad högläsning av sagor kan ge till barnens utveckling.

The aim of the thesis was to better understand how second language learners becomes lingual participants in a Swedish preschool. Using the following research questions: In what situations are SLLs lingual participants at the preschool? What does their emerging language look like? Are the participation any different considering children's time in the new L2 context? What kind of support does SLLs receive at the preschool?Two focal children at the same preschool was studied with ethnography of communication as method. The focal children chosen were one girl (Mandarin L1, 4.0 yrs) who arrived to Sweden and started the preschool two months ago at the time of the study, the other a boy (Serbian L1, 3.9 yrs) who started preschool and learning the L2 one year and two months before the study. Situations where the focal children interacted with other children or adults were analyzed. Results showed that the focal children in interaction with each other understands some of the others intentions before being able to speak about them in the L2.

This essay is a study about school success for immigrant pupils whose ages are between 16 and 19 years when they arrive to Sweden.The purpose of this study is to examine pupils difficulties in the school and the faktors which affect their success in the school and even possibilities which they can be offered by the school.This research carried out at two upper secondary schools in the municipality of ?Södertälje?. The method which I have used is a qualitative research method which depends on interviews.The results of the research shows pupils difficulties and the different faktors which influence their success in the school.My conclusions are that these pupils have many difficulties and to reach a successful schooling, the shcool have to give these pupils a variety of possibilities which builds with pupils self possibilities a foundation for a good and successful schooling.The research also shows that the both schools are not giving enough possibilities to these pupils. The education system in these schools doesn?t fits for multi ? lingual pupils.

The purpose of this study was to see how the teacher works with children´s language and what working methods they use to develop language, as well as knowledge, among the children in a multilingual school.The main questions for the essay:? What reasons the interviewed teachers about language development?? What approach do the interviewed teachers describe that they use in their multi-lingual children?s group?In order to collect empirical data to my study I chose to use a qualitative method, which consisted of interviews with four teachers in a multilingual class. The study is based on a socio-cultural perspective where social interaction, blocking, communication and language use is the main tool for children's learning and development.The results of my study revealed that teachers realize that when they involve teamwork in class it enhances the activity among the children. In particular when the bilingual children use the language actively in different contexts where they communicate and discuss with each other in the teaching subject. When the children use language in different contexts it also enables them to develop linguistically and in terms of knowledge.

This study deals with the concept of ?integration?. Starting from the concept of reality as socially and linguistically constructed, it is an attempt to see how lingual constructions and perceptions affect the official structures of society and vice versa. The main purpose is to compare the different meanings integration has in a sociological context and in a political one. Further, the purpose is to see how the relationship between the sociological and political concepts affects the integrational work in the Swedish County Administrative Boards, and which consequences these effects might have.

Bullying in schools is a big social problem in today?s society and it affects the children exposed in a very negative way. The aim of my paper is to find out if there is a group of students who gets bullied by other students more often than others. I want to study if children with functional disabilities get more bullied than children without functional disabilities and,if this is the case ? why is it so?My questions are:Are children with functional disabilities particularly exposed to bullying?How is bullying prevented?In order to get my results I have made three qualitative interviews and analyzed two debate articles concerning bullying of the disabled.

The purpose of this Masters thesis is to investigate the role of link collections in Swedish public libraries mediation of Internet resources. The study is focusing on the effects on the contents and the structure in the link collections when the target group is immigrant users. This is done through literature studies completed with an examination of two link collections containing multi-cultural and multi-lingual material and qualitative interviews with the two librarians who are in charge of the collections. The major questions raised in this study are: What function do the link collections have for the public libraries? What is the difference in working with traditional, printed material compared to the work with Internet resources? And how are the selection of Internet resources and the structure of the link collections affected when the collection is intended for immigrant users? The main results are that link collections in public libraries can give a concrete form to political guidelines.

Syftet med denna studie är att studera hur ett språkutvecklande förhållningssätt kan yttra sig i planeringen, organiserandet och utförandet av en vardaglig rutin på förskolan nämligen måltiden och då specifikt lunchen. Jag har valt att fokusera på lunchen eftersom den är en vardaglig aktivitet som förekommer på varje svensk förskola. Undersökningens design utgörs av två komparativa fallstudier och jag använder mig av två kombinerade metoder. Dels gör jag två typer av strukturerade observationer och dels genomför jag ostrukturerade intervjuer. Jag har valt att undersökta två förskolor i Stockholmsområdet.

AbstractThe Swedish society has always been monolingual, but has for the past decades transformed into a multicultural and multilingual society. The aim of this study is to investigate if and in that case how preschool teachers work with language development in bilingual and multicultural preschools. The concept of linguistic and cultural diversity includes several different components, not least the social interactions that are of great importance to every individual's development, learning and participation in the world. By understanding the importance of language, language development and the role of mother tongue in second language acquisition, we look into various researches done concerning the effects of the preschool teachers? opinions, methods used to language developmental primarily for children who are multilingual and how the physical environment is shaped to promote language in multicultural and multilingual preschools.The method used in this study is semi-structured interviews with preschool teacher working in multicultural or bilingual preschool settings.

AbstractThe Swedish society has always been monolingual, but has for the past decades transformed into a multicultural and multilingual society. The aim of this study is to investigate if and in that case how preschool teachers work with language development in bilingual and multicultural preschools. The concept of linguistic and cultural diversity includes several different components, not least the social interactions that are of great importance to every individual's development, learning and participation in the world. By understanding the importance of language, language development and the role of mother tongue in second language acquisition, we look into various researches done concerning the effects of the preschool teachers? opinions, methods used to language developmental primarily for children who are multilingual and how the physical environment is shaped to promote language in multicultural and multilingual preschools.The method used in this study is semi-structured interviews with preschool teacher working in multicultural or bilingual preschool settings.

The purpose of this thesis is to study to what extent the UN millennium development goals have influenced Sweden?s development policy. The research method that I have used is a qualitative text analysis and I have studied the ideas in governmental texts and millennium development goals reports from 1995-2008.My hypothesis is that the basic ideas that has symbolized Sweden?s development policy has not changed much since the adoption of the millennium development goals in year 2000. This hypothesis is based on different ideas that the basic perspectives in international development policy are rather constant.My conclusion is that many of the areas that are affected by the millennium development goals already are prioritized areas within Swedish development policy, for example poverty reduction and gender equality.

The aim of this dissertation is to examine and compare William Easterly?s and PGU?s (Shared Responsibility: Sweden's Policy for Global Development) different views on development and international development cooperation. The methodological approach chosen in this study is an analysis of ideas based on the following questions:1. Which principles should be applied to development and international development cooperation?2.

The main purpose of this study was to examine how preschool teachers are working to promote each child's language development and whether they can ensure that they do that. Therefore I wanted to find out what a good language development implies for each teacher, how they work to promote each child's language development in daily practice, how they measure the actual language development and also what conditions the teachers have, to engage in a language development way to work. For the study, I chose a qualitative method, with structured interviews and all together I interviewed six preschool teachers, within the same organization in a suburb close to Stockholm.  The results showed that there is an ambiguity, among the preschool teachers, in what a good language development means, but it can be stated that they do have a language development way to work even if it needs to be developed. Further on, it has emerged that the teachers have the tools to measure children's language development, although they do not have the conditions yet to use the method to the fullest. About the preschool teachers own conditions in order to operate in a language development way to work, I concluded that they have a strong foundation to build on, but they still have much work ahead of them.

The market for management training programs is growing and the supply of the service is increasing and getting further diversified. A consequence is a market with a wide variety of definitions of the very concept of development, and subsequently a wide variety of practices and methods to achieve development. The individuals that are subject to these programs seldom know what they are purchasing, or what to expect. When assuming a transfer of the developers view on development to the subject, a need for a greater understanding of the concept arises. The purpose of this thesis is to understand what views on development do exist among management trainers and map underlying dimensions of the views to increase the understanding of the concept of development.

This study looks to establish which implications the norm, use and view on the written Swedish language in society and school might have in regards to the teaching of Swedish in the Upper Secondary School, specifically year one. It poses questions as to which views on norm and use can be found in textbooks, in syllabi and in the everyday work of teachers. Through research and analysis of the last three syllabi of the Swedish subject and three corresponding textbooks, along with interviews with two teachers of Swedish, it is shown that from the 1970s onward, there has been a shift from a language norm that incorporates everybody and makes everybody responsible to a language norm that in essence is second to the individual progress of students and successful written communication. It is argued that one does not necessarily exclude the other and that, given a successful education, students may use their knowledge of lingual norm to excel in written language activities..