Change search
ReferencesLink to record
Permanent link

Direct link
Därför väljer vi: om några lärare val av
Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education(LHS).
2008 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

.The Whole language program is in Sweden generally referred to as “Kiwimetoden” - “the Kiwi program” (author’s direct translation) partly due to the fact that the Whole language program originates from New Zealand. Whole language is basically a literacy program and approaches literacy from a holistic point of view. Children learning to read and write should do so in the same natural way children learn to speak their native language which is in the context of authentic language as a whole. In Sweden the program is generally practiced together with a commercial and pre-organised material called “kiwi” or “Stjärnsvenska”. The material is basically made up of small- and big book- fiction and fact books organised to meet several different levels of literacy proficiency and interests.

The purpose of this study was to identify some key factors that base the choice of the Kiwi program in the classroom. The informants of the study were four teachers with varied experience who practice the Kiwi program along with (or only uses) the pre-organised material. Through interviews the teachers informed about reasons behind their use of the Kiwi program and how they practice it.

The study analyses four key factors to why the teachers chose “the Kiwi program” to begin with and why they choose to continue practicing the program which are: the pre-organised material, the methods within the program, colleagues and dissatisfaction with previous practice. The main key factor was the use of the materials.

Our conclusion is that the materials are indispensable and essential for the teachers in the study regarding the practice of the Kiwi program. The teachers considered the materials to be all-purposed, fun, individualised, well thought through and able to include children with special needs (as well as children with Swedish as a second language), generating good academic results, reading pleasure and self confidence for the children. Even though the teachers thought that holistic whole language teaching generates good results in literacy, they all had complimentary teaching approaches towards literacy in analyzing letters and sounds.

Conclusively, the study finds that the teachers’ choice of the Kiwi program naturally comply with their previous experience and tacit knowledge of teaching literacy. However, the Kiwi program is utterly dependent on good co-operation with teacher colleagues and the use of the pre-organised materials.

Place, publisher, year, edition, pages
2008. , 36 p.
Keyword [sv]
Kiwimetoden, Whole Language, läs- och skrivutveckling, kunskapsteorier. Tyst kunskap, praxis
National Category
Pedagogical Work
URN: urn:nbn:se:su:diva-8648OAI: diva2:175165
2007-10-20, 00:00 (English)
Available from: 2009-03-18 Created: 2004-01-01 Last updated: 2009-03-18Bibliographically approved

Open Access in DiVA

fulltext(364 kB)655 downloads
File information
File name FULLTEXT01.pdfFile size 364 kBChecksum MD5
Type fulltextMimetype application/pdf

By organisation
Department of Human Development, Learning and Special Education(LHS)
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 655 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

Total: 316 hits
ReferencesLink to record
Permanent link

Direct link