Swedish as a second language : A qualitative study about the teaching forms in second language learning

The purpose of this qualitative study is to understand and examine the problem and reason why second language pupils have difficulties reaching the goals of the curriculum in “Swedish as a second language”. The study is based on interviews with two second language teachers and Vygotskijs and Antonovskys theories. The interviews with teachers gave a broader view on why these difficulties exist and what consequences might occur. This analysis shows that there can be different reasons as to why pupils can not reach the goals in their second language that are set for them. The reasons can be various because a majority of these pupils escaped to Sweden as refugees and they carry with them very different backgrounds and experiences. Factors such as pupil´s health, interrupted native language, lack of understanding in the second language and social- and cultural differences play an important role in second language acquisition. Another significant factor and part in this writing is the classroom teaching and how the teacher conducts the lessons taking pupils’ backgrounds, conditions and capabilities into consideration. This study also observes similarities and dissimilarities in second language learning that includes pupils with different native languages learning Swedish as a second language. In all the study shows that teachers do not teach, base or plan their education through scientific methods. The teachers explained that they work in a concrete way with second language learners that have recently been introduced to the Swedish language because that, according to them, is the best and most helpful way for these children to learn the Swedish language. The study also showed that the teachers have a huge role as educators because besides the knowledge in Swedish and other subjects the educators also have to teach them social skills. In addition to that they also need to have the ability to know the pupils individually to know when the pupil is open, calm and mindset for learning or when the pupil is absentminded and needs just to be calm and do something where concentration is not needed