In a Preparatory class are newly arrived students who have no or very little knowledge of the Swedish language. Some of the newly arrived pupils may have arrived in Sweden very recently and some of them have no or very limited understanding and experience of how the school system works in their country of origin. The purpose of this study is to find out how education in a selected Preparatory class works seen from two SVA-teachers and students perspective. Questions related to my purpose reads as follows:In which way can two of the SVA-teachers respond in a selected Preparatory class to their group of newly arrived students?What methods can be used by the two SVA-teachers in a selected Preparatory class to their group of newly arrived students' language learning?How does the newly arrived student in a selected Preparatory class experience their education and friendship?The study was conducted through a qualitative approach in a selected Preparatory class in a multicultural school in a suburb in southern Stockholm. Through observations on six separate occasions as well as interviews with two of the SVA- teachers in the selected Preparatory class, and with three of the newly arrived pupils during a period of three weeks.

The aim of this study was to get insight into refugee children?s perception about experience of the Preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant?s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children?s personal experiences and their point of view regarding the schools Preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction.

Then the language learning process and the approach in a Preparatory class differs itself from a general class. The methods conducted in a Preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a Preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a Preparatory class.

The aim of this study was to get insight into refugee children?s perception about experience of the Preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant?s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children?s personal experiences and their point of view regarding the schools Preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction.

The main purpose of my essay is to inquire into the situation in the Preparatory classes. The focus of interest in the essay is to see how new arrived pupils/children from Iraq integrate in the new school environment, foreign culture and what difficulties they come across during their period at the Preparatory class. Such as language difficulties and how they manage with the traumatic memories from the war and the effect of that in their learning.I choose to do a qualitative survey and taking part in observing a Preparatory class to see how they work. Thereafter, to see from a different perspective and understand the pupils more and perhaps go deeper with some questions I choose to interview some of the pupils. The responds I received gave me a more comprehensible idea of the struggle these children have been through and still go through in a daily basis.The result of this study illustrates the character of a Preparatory class, and the central factors that occur in their education.

Then the language learning process and the approach in a Preparatory class differs itself from a general class. The methods conducted in a Preparatory class are not just focused on teaching as in a more traditional method. Achieving the objectives in a Preparatory class depends on the individual student and the cohesion in the group. Students have different backgrounds and knowledge level, therefore it is extremely important that the teachers use different work methods in order to achieve and to promote the students' language development. The aim with this survey is to get the knowledge about what education methods is being used by teachers in a Preparatory class.

I have chosen to write this essay on language development in a Preparatory class due to the fact that I live in a city where diversity is big and newly arrived students from different countries are constantly increasing in schools. My study has been made in a Preparatory class in Södertälje. The National Agency for Education highlights the deficiencies in Preparatory classes and believes that education is not adapted to each student's knowledge and maturity and it is therefore difficult for students to reach the goals in school. According to studies by the National Agency for Education, it appears that many newly arrived students do not recieve study guide in their native language, a resource that they are entitled to. Teachers and principals do not take charge of  students knowledge from previous school attendance in their home countries such as mathematics, history and other subjects.

Grades and assessment are a natural part in the school's everyday existence, deliberations about equivalent assessment is discussed all the time between teachers, students, home and school. They that in front are influenced of a grade or a judgement are in first hand the students and therefore are the important for the students to know which objectives and grade criteria that apply for them to achieve at the end of years 9. The aim with this survey is to get the knowledge about how a tutor grade family?s student in a Preparatory class in stopped of years 9, in Swedish as a second language. Do the students in a Preparatory class's get grades or a judgement? This is interesting also in order to know to which grade criteria students in a Preparatory class have to achieve in the compulsory education?s later years and to know how a tutor assesses these students on the basis of those objectives and criteria that apply.

This study investigates how social interaction affects newly arrived pupils? views on their study situation in the Swedish educational system. The aim is to give a contribution to the discussion on the notion of including ?the Other? in educational practice in multicultural schools. Semi-structured group interviews were conducted to explore how the intercultural perspective and the theory of inclusion can be used to explain the dynamics of social interaction.

This study investigates how social interaction affects newly arrived pupils? views on their study situation in the Swedish educational system. The aim is to give a contribution to the discussion on the notion of including ?the Other? in educational practice in multicultural schools. Semi-structured group interviews were conducted to explore how the intercultural perspective and the theory of inclusion can be used to explain the dynamics of social interaction.

The purpose of the study is to see how four teachers at a school look at the reception and approaching of newly arrived pupils.How do the interviewed teachers describe the school´s reception of newly arrived pupils? How do teachers in preparatory and regular class see at the selected school's reception and treatment of newly arrived pupils?To get answers to my purpose, I have done an ethnographic study called field study and I am using qualitative interviews, and one passive observation. To arrive at a result of my study, I have processed collected data from interviews and observations and coupled the collected material to the theories and previous research. I have in my study used both pedagogical and sociological theories.The results of my study show that it would be difficult for newly arrived students to be placed directly into the ordinary class, the results also show that newly arrived students receive a safe and stimulating start to their school and class preparation. However, there are shortcomings and resistance of the trajectories leading to entry of the Preparatory class of ordinary class, but when newly arrived students have started in an ordinary class, students receive a stimulating teaching.

In a municipality in the county of Stockholm there is a Preparatory class which accepts newly arrived children from other countries. In the Preparatory class the education is focused on teaching students the Swedish language so that they eventually, after about 3-4 -terms, can be transferred to a "regular" class.For students with a different native language, it takes about 5-7 years longer to learn the knowledge-based language that is used in school (Gibbons 2009: foreword). This requires education in school to be linguistically developing.The purpose with this essay is to gain knowledge on how pedagogues can work in a linguistically developing manner with students who have Swedish as their second language. The comparison between education in a Preparatory class and education in two regular classes at two different schools is also part of that purpose.What is the education considering linguistically developing work methods like in the Preparatory class and the" regular" classes? Are there differences and similarities between the Preparatory class and "regular" classes education when it comes to linguistically developing work methods? Which part of the education is adapted to a linguistically developing perspective that fits students with Swedish as a second language?Theories as the socio cultural theory, the proximal zone, and Jim Cummins model, concerning among other things language and knowledge development, is brought up and linked to the study of differences and similarities between schools.

Purpose: Our purpose with this study is to compare how the two selected schools in two different areas in Stockholm chooses to introduce and integrate newly arrived children in Sweden. The schools are located in the suburb and downtown in Stockholm. One school has chosen to integrate the child by placing him or her in a Preparatory class and the other school is placing the child into a regular class.Investigation questions: We want to find out how the choosen schools are working with a newly arrived child. How is the child integrated and introduced directly into a regular class through teaching methods and teaching material and how a newly arrived child is integrated and introduced into a Preparatory class through teaching methods and teaching material. We also want to find out if the community authorities in the City of Stockholm and the Swedish state have guidelines that schools are supposed to follow in the work with newly arrived children and whether our selected schools are working after these guidelines.Method: The study is based on two methods.

Many children and adolescents up to the age eighteen come from other countries alone to Sweden to seek asylum. Sweden receives many unaccompanied children and the number of unaccompanied children is increasing every year. There are various reasons to why the unaccompanied children flee their homeland to come to Sweden. Many of the unaccompanied children come from countries such as Somalia, Afghanistan and Eritrea. The unaccompanied children?s families choose to send their children to Sweden to protect them from armed conflict and other social or political unrest going on in their homeland. This essay aims to explore how the integration of the newly arrived unaccompanied children works in schools.

The purpose of these studies is to see how the reception and education of non-Swedish speaking newcomers are organized in a small county, and what you can do to improve this process to achieve a better and quicker integration into the Swedish language and society. To do this, interviews have been performed with four headmasters and different categories of teachers representing all schools in the actual county.In the result it was clear that both headmasters as teachers saw a need to change   and improve reception to provide consistent but flexible support. The headmasters wanted to create written instructions to assure equivalence between the different schools. The majority of teachers wanted to change the current system whereby some pupils, based on their origins, were placed in a Preparatory class to learn the language whilst others were placed directly into a Swedish class. All teachers also thought that the help the non-Swedish speaking newcomers were offered was insufficient.The conclusion is that the county must decide and create instructions according to Skolverket?s recommendations and it also ought to offer all pupils the possibility of learning the basis of the language in a Preparatory class.