"Inkluderat i allt vi gör", och "så länge det inte stör" - En studie om klassrumspraktiker och lärares föreställningar om uttalsundervisning vid SFI.

Sammanfattning

Svenska för invandrare (Swedish for immigrants [SFI]) is a programme for immigrants who study Swedish as a second language. When learning a new language, practicing pronunciation is central for developing a comprehensible speech. The syllabus contains one paragraph regarding pronunciation stating that students should be given the opportunity to develop “good pronunciation”. The aim of this study is to investigate what perceptions on teaching pronunciation that are verbalized by teachers at SFI. Also, this study aims to investigate how the paragraph in the syllabus regarding development of a good pronunciation shows in the classroom practice, and how teachers provide an environment for a dialogue-based learning. The study draws on qualitative research methods, where the data collection has been conducted with classroom observation and semi-structured interviews. The data set has been analysed using thematic analysis (Braun & Clarke, 2006) and categorized in five dominant themes. The results shows that pronunciation is challenging, and the absence of explicit pronunciation teaching is evident. Furthermore, the result shows contradictory views on pronunciation, and that education at SFI constitutes mainly on solitary work. The organization of SFI is described as an obstacle to more dialogue-based pedagogics. In conclusion, explicit pronunciation teaching is almost non-existing in the observed classroom practices, with very low range of dialogue-based learning.