En språkutvecklande undervisningskärna
: SFI-undervisningens ABC

Translated title of the thesis: The Core of a Language Development Teaching: the ABC of SFI teaching
  • Kristina Risenfors

Student thesis: Professional degree, Basic level


The purpose of this survey has been to investigate and contribute knowledge about how a few teachers describe language development teaching for students in SFI teaching track 1 and how they believe that the special needs teacher with language, writing and reading development can function as support in that work. The survey was conducted on an SFI education on track 1, with four teachers and five teaching groups in courses A-D. The survey empirics are based on five observations, a Diamond ranking and a focus group interview. The survey has had a qualitative approach with a sociocultural theory and a teaching model of The ABC of SFI teaching as support and basis for the empirical analysis. The teachers describe that their language development teaching is based on the students' knowledge and that by practicing speaking, listening, writing, reading and understanding in a multimodal and translanguaging way, they work for a language development teaching. The results also show that there is a need to have access to a special needs teacher of language, writing and reading development at SFI, as this is a complex teaching situation for both teachers and students in the SFI education. It also shows that the students' heterogeneous language background calls for a high level of proficiency in teaching on the teacher, who must relate to many native languages and its impact on language acquisition in Swedish as a second language. The result also shows that the teaching model of The ABC of SFI teaching as support is used in the observed teaching to some extent, but there is a need to work to implement it further. The results of the survey show that both teachers, language supporters and special teachers together can contribute to increasing knowledge about and counteracting the risk that both students and teachers end up in linguistic and pedagogical vulnerability.

Date of Award2020-Oct-26
Original languageSwedish
SupervisorSofia Lindberg (Supervisor) & Carin Roos (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)


  • cognitive challenge and contextual support
  • evaluation
  • language oriented content teaching
  • linguistic and pedagogical vulnerability
  • scaffolding
  • sfi
  • special needs teacher

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