Undervisningspraktiker på Komvux : En kvalitativ fallstudie om lärares undervisningspraktiker på Komvux i relation till vuxna elevers språkliga utveckling i svenska som andraspråk

This study examines which teaching practices teachers of Swedish as a Second Language (SVA) in adult education (Komvux) use to support adult second language learners’ language development, as well as which methods students themselves perceive as most supportive. The study is grounded in a sociocultural perspective and is based on qualitative interviews with four SVA teachers, group-based student reflections, and observations of four lessons. The material was analyzed using content analysis. The results show that linguistic scaffolding through oral and written feedback is the most central teaching practice in SVA instruction. This is expressed through reformulations, explanations, and repetitions, which relate to Vygotsky’s theory of the Zone of Proximal Development and Gibbons’ description of scaffolding. The study also demonstrates that modeling, varied teaching methods, and a safe classroom climate are important for promoting adult L2 development. Students particularly highlight modeling, oral interaction, and feedback as the most effective ways to support their language development. However, peer feedback appears to be a challenging strategy, as it requires a high degree of structured training and strong language proficiency. There is a need for further research on feedback practices and didactic adaptations for heterogeneous student groups, as this study contributes to a deeper understanding of how teaching practices in adult education are shaped and experienced.