This research is about different perspectives, offered by three Mother tongue teachers, one principal and also featuring a representative from Skolverket, on the subject: teacher legitimation for Mother tongue teachers, Mother tongue teachers opportunity for competence education and the future of Mother tongue education in Sweden.The theoretical framework is Mother tongue language, globalization, the post-colonial theory, power and social inequality. A qualitative approach was used including five interviews taken place in Stockholm, the results does not however represent the whole country nor the community of Stockholm itself.The result shows that Mother tongue teachers thinks the teacher legitimation does not mean anything regarding their already low-status. Even principal and representative from Skolverket express their concern towards the 'non-demand' for Mother tongue teachers to get their legitimation and they feel there is a lack of ambition from decisonmakers to include the Mother tongue teachers.As per today there is no higher education for Mother tongue teachers leading towards an exam. Mother tongue teachers are worried about their future although principal and representant takes a bright outlook. .

My intention with this study was to examine the concepts ?Mother tongue? and ?Mother tongue education? and how these concepts are understood by some parents. To reach this goal I?ve conducted a qualitative study, wherein I?ve interviewed eight parents with foreign backgrounds. The study is inspired by hermeneutics in its interpretation of results.From this study I can reach several conclusions.

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.

This research is about different perspectives, offered by three Mother tongue teachers, one principal and also featuring a representative from Skolverket, on the subject: teacher legitimation for Mother tongue teachers, Mother tongue teachers opportunity for competence education and the future of Mother tongue education in Sweden.The theoretical framework is Mother tongue language, globalization, the post-colonial theory, power and social inequality. A qualitative approach was used including five interviews taken place in Stockholm, the results does not however represent the whole country nor the community of Stockholm itself.The result shows that Mother tongue teachers thinks the teacher legitimation does not mean anything regarding their already low-status. Even principal and representative from Skolverket express their concern towards the 'non-demand' for Mother tongue teachers to get their legitimation and they feel there is a lack of ambition from decisonmakers to include the Mother tongue teachers.As per today there is no higher education for Mother tongue teachers leading towards an exam. Mother tongue teachers are worried about their future although principal and representant takes a bright outlook. .

Purpose: The purpose of this thesis is to investigate to what a few preschool teachers and mother-tongue teachers consider the influence mother-tongue training has on children. The thesis also looks into how these teachers cooperate and view about the mother-tongue training organization structure and what support mother-tongue teachers get in the concerned preschools. More specifically:What influences do three preschool teachers and three mother-tongue teachers consider that mother-tongue training has on the development of the children?Which support do the three mother-tongue teachers receive from the preschool principals and other preschool pedagogues in their work? - Is there any cooperation between them?In what way do the three preschool teachers and the three mother-tongue teachers think that the mother-tongue training organization structure affect the children?s status in the group?Method: In order to achieve a deeper understanding of the context, a qualitative method based on interviews and observations was employed and relied upon. Three preschool teachers and three mother-tongue teachers from two different preschools in the same municipality were interviewed to acquire answers to the questions concerned.Result: The result of this enquiry shows a direct and explicit comprehension that mother-tongue is immensely important for children?s development.

This research is about how the educators view the best way to help multilingual students develop their understanding for mathematics. The aim of the study is to identify the different aspects from the teacher?s point of view of this new approach of teaching: what are the limitations versus the opportunities? The study is limited to a multicultural school in Stockholm and to the experience of a few class teachers and Mother tongue teachers.A qualitative approach was used and the interview was selected as the method to collect the data. Three class teachers as well as three Mother tongue teachers were interviewed about their experiences. The interviews were recorded and transcribed word by word.There have been discussions about the skills in mathematics in multilingual speaking students, and that their greatest obstacle of understanding mathematics is that they are being taught in another language than their own Mother tongue.

The purpose of our examination was to survey how one preschool works with so called language groups, if the Mother tongue is important and if the informants can see any complex of problems in the inclusive/exclusive way of working with language groups in the preschool. The literature review provides for example the three most important areas of Mother tongue, which are the emotional, the social and the intellectual (Ladberg, 2000). Further it describes the difference between the conceptions integration and inclusion, when today the concept inclusion is preferred (Tøssebro, 2004). We were inspired by qualitative interviews as our method and from a phenomenographic perspective described the informants? perceptions about the named phenomenon.

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 the study was to examine Swedish preschool and school teachers views upon Mother tongue education and cooperation with Mother tongue teachers, research covering both topics are very limited. Data collection method for the study were interviews with three teachers from each type of school. The interviews were then transcribed, summarized, and finally analyzed based on the study's theoretical premises, a socio-cultural perspective, Kumashiros theory of non-oppressive teaching and constructivism. The results of the study showed that all teachers considered Mother tongue education as important, but time constraints and workload prevented teachers from desirable development of Mother tongue education. As for collaboration between teachers and language teachers, most teachers felt that such a thing does not exist, while those who have experience in this type of collaboration believes that it occurs to a limited extent..

This paper aims to examine the Mother tongue subject and it´s existence and condition in a school located in the south of Stockholm. I have performed interviews with four teachers about their opinions and attitudes regarding the Mother tongue subject in the school were they work. Two of the teachers are teachers in social studies and two of them are teachers in the Mother tongue subject. My aim is also to examine whether an interest exists among the teachers to collaborate in between the subjects and what possibilities and conditions such collaboration would have in effect. I have applied a qualitative method based on personal interviews with semi-structured questions as my data acquisition method.

The purpose of the essay is to study and create understanding to the bilingual students' perspective on their linguistic skills and the use of them as resources in a scholastic context. A qualitative method has been used to collect empirical data, based on the experiences and perspectives of the students. Bilingualism is defined and past research, which has shown how their bilingualism has influenced them, has been linked with this study. Definition of Mother tongue and the meaning of Mother tongue tuition for student immigrants' development have been discussed. This research has shown that the students feel their bilingualism is a natural occurrence.

The purpose of my study has been to find out how Mother tongue teachers working in preschools where a majority of the children have a Mother tongue other than Swedish make use of fictional children?s books during the Mother tongue support lessons. In order to determine this, I am asking the following questions:- What is the range of children's books in the children's Mother tongue available at the preschool?- In what ways are the native language teachers encouraging literacy development through the usage of children's books?- How do native language teachers view the childrens? linguistic development as well as the enhancement of cultural identity through the usage of the books?These questions have formed the basis of the methodical approach, which is based on a qualitative research method. The data collection consists of three parts; the observation of Mother tongue support, interviews with language teachers as well as with the nursery manager and lastly a survey of children's books in languages other than Swedish at the preschool.The essay has as its theoretical basis the socio-cultural view of learning and development.

The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The Mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand.

The Swedish School Board reported in 2007 that students with a foreign background to a larger extent than Swedish students leave school without grades in one or more subjects in the ninth grade. The report also reveals that during the year 2007/2008 17 percent of elementary school pupils had the right to home language instruction. Students with an other Mother tongue than Swedish are considered a separate group that doesn?t perform as well in school.My study investigates how eleven Arabic-speaking ninth-graders at age 15-16 perceive the importance of their Mother tongue for learning and identity development. To this purpose I have conducted semi-structured interviews ? one comprising six students in group and five individual ? in a school in one of the suburbs of Stockholms.

The purpose of my examination work was to show the need for support for students with another mother-tongue than Swedish, so that these students would be able to get through mathematics tuition better. To achieve this purpose, I chose to start from the perspective that presented itself at interviews with two class teachers and two mother-tongue supervisors. I also chose to use the qualitative research interview as study method, as I tried to understand those informing me in a thorough and in-depth way. In my study I have had a sociocultural perspective as starting point where the conceptions teaching, language and communication, support and individualizing are central for the development of knowledge. The questions for my study during this process were as follows: What difficulties, according to the teachers interviewed can occur for second language students in mathematics? What ways and methods of working do the teachers chosen give priority to, so that   the second language students` results in mathematics will improve? The results from my interviews show that the difficulties with mathematics for second anguage students can be perceived as being dependent on a combination of reasons, where amongst other things language plays a central part.