Flerspråkighet i fritidshemmet

: Hur fritidshemmets pedagoger tar tillvara på elevernas modersmål

Abstract

This phenomenographic study aims to investigate how educators in after-school centers perceive that they make use of and through teaching in the after-school center works with the students' mother tongue. The study has started from the socio-cultural perspective as there is a clear connection to the language and its development. The study was conducted in a qualitatively designed way with semi-structured interviews of six informants who work in different after-school centers. The study's criteria were that the informants should be elementary teachers in after-school centers or after-school educators and that the after school centers had a larger number of students with a mother tongue other than swedish. The result shows that all the pedagogues in the study speak for community and joy in a safe learning environment and the importance of integrating students with a different mother tongue than swedish. In the result, difficulties and dilemmas are identified in how multilingualism can be met, suitable working methods and what importance the pedagogue's competence, uncertainty and attitude have for the students' language development. The pedagogues' perceptions of their mission
and responsibilities in the after-school center vary. It could be linked to the fact that the curriculum is diffuse and therefore provides room for interpretation.

Date of Award	2023-Jun
Original language	Swedish
Supervisor	Katarina Johansson (Supervisor), Mattias Nilsson Sjöberg (Assessor) & Sara Lenninger (Examiner)