Språkutvecklande undervisning och tillgänglig lärmiljö för elever i språklig sårbarhet

: Speciallärarens roll i ett språkutvecklande arbete

Abstract

Skolinspektionens (2021) review shows, among other things, insufficient quality in the school's learning environment and inadequate work on language development. The review also shows insufficient collaboration within the school, shortcomings in structures for the school's collegial work, and insufficient student health based on preventive and promotional work. The aim of this thesis is to provide knowledge about language development teaching and how it, based on the description of teachers and special needs teachers, can help make the learning environment accessible to students with language vulnerability. It also focuses on the role a special needs teacher plays in work concerning language development. The results are based on eight qualitative semi-structured interviews in which four teachers and four special needs teachers have participated. The empirical evidence has subsequently been analyzed using sociocultural theory. The results show that the descriptions given by teachers and special needs teachers indicate that language development teaching requires active work with language in all subjects. Language development teaching and an accessible learning environment are described based on the importance of the following: working with words and concepts; providing the opportunity to learn in a context; presenting model reading and writing strategies; applying language in interactions; and outlining use of the computer and various support structures such as model texts, templates, image support, and feedback. Regarding the role of the special needs teacher, both special needs teachers and teachers indicate that there is a certain amount of cooperation between them to develop linguistically accessible learning environments through teaching, carry out pedagogical discussions, and achieve collegial learning. They also express that lack of time and teachers' attitudes towards their own learning can complicate the goal of developing linguistically accessible learning environments. These special needs teachers also say that they have the support of their school principals in the planning and performing their work. The mentioned development opportunities include being able to play an active role in more classrooms, to conduct pedagogical discussions in smaller contexts, and to have time for collegial learning.

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