Kooperativt lärande för elever i språklig sårbarhet
: En studie baserad på verksamhetspraxis

  • Cheryl Frode
  • Sara Pålsson

Student thesis: Master, one year


This study examines seven teachers' experiences on how cooperative learning works in primary school for pupils in linguistic vulnerability. The purpose of the study is to investigate how some teachers perceive the opportunities and barriers of cooperative learning for pupils in linguistic vulnerability. Six teachers and one special educator have been interviewed to share their experiences about cooperative learning based on the questions: What are the benefits of educators with cooperative learning in the work with pupils in linguistic vulnerability and what disadvantages do educators see with cooperative learning in the work with pupils in linguistic vulnerability? The result shows that the respondents see advantages such as inclusion, increased participation, more efficient distribution of teacher resources, development of collaborative capacity and social learning among the pupils, but also show disadvantages such as when pupils don’t respond to the cooperation structures, don’t want to work or are absent from the teaching and that the teacher needs to be present so the collaboration works and that the students learn what the teacher intended. The result also shows that the respondents see that pupils in linguistic vulnerability reach advantages through increased participation because they dare to communicate more in the smaller groups and can take part of the group members' responses which leads to increased self-confidence. Respondents emphasize that the structures of cooperative learning enable repetitive support which supports pupils in need of linguistic repetition. The students get the opportunity to hear words and concepts several times, and try and repeat them themselves. The respondents also point out that pupils in linguistic vulnerability also benefit from modeling support in the form of learning strategies, both from the structures but also from the collaboration with the comrades, which benefits all pupils. Cooperative learning is based on positive interdependence, which means that the group is responsible for ensuring that learning takes place throughout the group. The respondents point out that by the students learning from and together with each other, the teacher have time to target the students who are in need of extra support.

Date of Award2019-Jul-05
Original languageSwedish
SupervisorSofia Lindberg (Supervisor) & Carin Roos (Examiner)

Educational program

  • Special Education Teacher Programme

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Pedagogy (50301)


  • cooperative learning
  • linguistic vulnerability
  • inclusion
  • language development
  • language impairment

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