Dans med svåra steg: En kvalitativ studie om undervisningens komplexitet för elever med svenska som andraspråk

Abstract

There is a large group of pupils in the Swedish school that have Swedish as their second language. The Swedish society has been multicultural for almost two decades which is also reflected in the Swedish schools. According to statistics one fifth of all pupils speak another mother tongue than the Swedish language. Statistics has also shown that these pupils are over represented when it comes to underachieving in school.

Therefore there has been a question about which approach teachers should take when it comes to pupils with another mother tongue than Swedish. There are two different ideas, one where the pupils are excluded from the mainstream classroom or another where the pupils are included. The purpose of this study is to explore how currently active teachers and principals if given an ideal setting would approach teaching when it comes to pupils with another mother tongue than Swedish. The results which have been obtained through interviews have shown that the majority of the participants prefer a teaching environment where all the pupils are included in the mainstream classroom and learn through interacting with each other.