Gränslandet mellan årskurs 3 och 4
: en utmaning för elever i språklig sårbarhet

Translated title of the thesis: The borderland between year 3 and 4: A challenge for pupils in linguistic vulnerability
  • Gunilla Fäldt
  • Camilla Hodel-Fryzell

Student thesis: Master, one year

Abstract

The aim of the present study was to examine transitions between year three and four, for children in linguistic vulnerability. Further, it aims to find knowledge about how to remove barriers so that problems don´t occur. The background of the study is our experience of the language-problems children meet when they start year four. The study was conducted with a both quantitative- and qualitative method. A questionnaire was distributed to parents and interviews have been carried out with pupils, teachers, special education teachers and headmasters. The respondents were chosen primarily from two different schools, with exception of one interview, which was held at a third school. The theoretical framework consists of sociocultural-, relational- and system theoretical perspectives and the analysis is performed through a content analysis. The results of the study indicate and confirm that linguistic problems at transitions are universal and that linguistic demands between year three and four can increase drastically. The cooperation and communication between involved professionals appear to most important to reduce these problems. Early interventions and proactive actions seem to be crucial. The role of the special education teacher can be to take the responsibility for the linguistic adaptability at transitions.

Date of Award2018-Aug-29
Original languageSwedish
SupervisorBarbro Bruce (Supervisor) & Carin Roos (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogical Work (50304)

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