”Språket ska inte vara ett hinder för dem att lyckas”

: En kvalitativ studie om språkutvecklande arbetssätt

Abstract

This study aims to contribute with knowledge on how some teachers describe that they work with language development and how they describe the support, cooperation and what expectations they have on the SEN teacher in this work. The study is based on a qualitative approach in which semi-structured interviews were conducted at four different schools with twelve different teachers. The collected empirical data have been analyzed from a sociocultural perspective with the help of key concepts linked to the theory. The results show that all interviewed teachers describe that they work with a language development approach. In their descriptions, it appears that their view of how to work with language development has both similarities and differences. Many teachers see language as an important tool that should form the basis of all subjects. The results also show that the teachers describe that the support from the SEN teacher differs between the schools. Some teachers state that they have a continuous collaboration with the SEN teacher/SENCo concerning language development teaching, while some describe that there is no collaboration. In conclusion, the results show that most teachers have expectations that the SEN teacher contributes to the work with language development by planning, giving advice and support, finding materials and observing. In the surveyed schools, a socio-cultural perspective can be discerned in the language development work described and in the role of the SEN teacher. The results of the study can contribute with knowledge of language development teaching, how the SEN teacher's role is described in this work and what expectations teachers have on the SEN teacher's role in this work.

Date of Award	2022-Jun
Original language	Swedish
Supervisor	Katarina Nilfyr (Supervisor), Ann-Elise Persson (Assessor) & Daniel Östlund (Examiner)