Information on Sweden – Nordic languages as second languages

No policy around initial assessment and placement

No specific L2 teaching.

No national policy. Organisers can choose to hire extra staff for supporting children who don’t speak Swedish, but usually the preschool staff are expected to work in way that supports language development for all children.

The national curriculum for the preschool (Lpfö 18) states that: “Education in the preschool should lay the foundation for children’s understanding for different languages and cultures, including the languages and cultures of the national minorities” (Lpfö 18, p. 5). It is also stipulated that “The preschool should encourage children to develop their language, express their thoughts and ideas, and create the conditions necessary for this” (Lpfö 18, p. 9), and that “Language, learning and the development of identity are closely linked. The preschool should therefore place great emphasis on stimulating children’s language development in Swedish, …” (Lpfö 18, p. 9). The importance of developing other languages, particularly the mother tongue, is emphasized in the following formulation: “Children belonging to national minorities, which include the indigenous Sami people, should also be supported in their language development in their national minority language and promoted in their development of a cultural identity” (Lpfö 18, p. 9), as well as in the following: “Children with a mother tongue other than Swedish should be given the opportunity to develop both the Swedish language and their mother tongue” (Lpfö 18, p. 9).

The Swedish National Agency for Education provides extensive materials, including texts and videos, on how to support multilingualism in early childhood education. These resources address both language development approaches and the reinforcement of all the children’s languages, including their mother tongue.

No particular competencies are required to teach L2 Children.

The majority of preschool teacher education programs offer courses that include multilingual and intercultural perspectives. These courses are organized differently at different universities.

In both compulsory and upper secondary education, schools are required to conduct an initial assessment of newly arrived students’ prior knowledge in order to place them appropriately in the correct grade level and teaching group and to help schools identify the knowledge and skills that newly arrived students bring with them when they start school in Sweden. This is regulated in the Swedish Education Act (2010:800, 3 chapter, 12 §). The Swedish National Agency for Education has issued a nationwide material consisting of two mandatory steps, designed to assess previous schooling, mother tongue proficiency, literacy, and numeracy. Steps 1 and 2 are available in 35 different languages. The results of these assessments, along with the student’s age and individual circumstances, form the basis for the principal’s decision regarding placement. An optional third step, conducted by subject teachers at the student’s school, supports assessment across all subjects by identifying subject-specific knowledge to inform instructional planning.

According to the Swedish Education Ordinance (2011:185, Chapter 5, Sections 14–15; Swedish National Agency for Education, n.d.), students in compulsory school are entitled to instruction in Swedish as a second language if they require it. This applies to students whose mother tongue is not Swedish, students with Swedish as their mother tongue who have been admitted from schools abroad, and immigrant students who primarily use Swedish as their main language of communication with a parent/guardian. However, enrollment in Swedish as a second language is not automatic; it is provided only when there is a demonstrated need. Instruction in Swedish as a second language replaces instruction in Swedish.

The decision to provide a student with Swedish as a second language instruction in compulsory schooling lies with the school principal. This decision should be based on the student’s individual needs, although the process for assessing these needs is not explicitly regulated. To support schools in this process, the Swedish National Agency for Education has published four articles designed to assist in determining whether a student requires instruction in Swedish as a second language (Education Ordinance, Chapter 5 §14; Swedish National Agency for Education, n.d.).

The Swedish Education Act (2010:800, 10 chapter, 7 §) states that all students who regularly speaks another language than Swedish at home or who has basic knowledge of another language than Swedish are entitled to receive teaching in that language. Further, the right to receive so called study guidance in the mother tongue is also regulated by law (2010:800 12 chapter, 12i §).

The Swedish curriculum for compulsory education (Lgr22) emphasizes inclusive, equitable education that acknowledges students’ diverse linguistic and cultural backgrounds. Lgr22 mandates, for instance, that teaching must be adapted to each student’s background and needs and links language development with identity and learning. It also promotes respect for diversity and intercultural competence, and teachers are expected to provide targeted support.

The teaching of Swedish as a second language aims to support students in developing proficiency in and about the Swedish language. By adopting a second language acquisition perspective, instruction should create conditions that enable students to develop their spoken and written Swedish, fostering confidence in their language abilities and encouraging them to express themselves in various contexts and for different purposes. In this way, students should be given opportunities to develop their Swedish language skills as tools for thinking, communication, and learning.

Students should also be supported in developing strategies for language learning, as well as strategies to enhance their own communication. Teaching should stimulate students to formulate and articulate complex ideas, based on their level of knowledge and linguistic resources. Expectations regarding linguistic accuracy should be aligned with different stages of second language development and with the complexity of content and ideas. This means that teaching should offer students rich opportunities to communicate in spoken and written Swedish, without imposing premature demands on linguistic correctness.

To be qualified to teach Swedish as a second language in grades 1–6, a teacher must have completed either 30 university credits in the subject or 15 credits if they are also qualified to teach Swedish in the corresponding grade levels (amendments to Ordinance on qualification and certification for teachers, 2011:326).

To be qualified to teach Swedish as a second language in grades 7–9, a teacher must hold a subject teacher degree focused on compulsory or upper secondary school education (Amendments 2021:1340 to Ordinance on qualification and certification for teachers, 2011:326). Alternatively, if a teacher has completed at least 90 university credits in Swedish, social studies, or music, they only need 45 credits in Swedish as a second language to be qualified. Otherwise, 90 credits in Swedish as a second language are required.

Several universities i Sweden provide Courses in Teacher Training for teachers in Swedish as a second language. Teachers who will work in grades 7-9 take more courses than teachers who will teach younger children. Courses designed for teachers of Swedish as a second language typically include the following components:

• Language Structure (Grammar and Phonetics): Focus on the structure of the Swedish language, including contrastive perspectives with learners’ first languages.
• Second Language Acquisition: Theories and influencing factors related to the acquisition of a second language.
• Language and Content Development Approaches: Strategies for integrating language development across all school subjects.
• Assessment and Documentation: Formative and summative assessment of language development in a second language.
• Sociolinguistics and Multilingualism: The role of language in society and in the learner’s identity; how students’ multilingual resources can support second language development.
• Literature Didactics: Methods for working with fiction in second language instruction.
• Intercultural Competence: Understanding cultural diversity and its significance in the classroom.
• Multilingual Literacy Development: The development of written language across multiple languages.

Newly arrived students who enrol in the introductory program Language introduction should have their previous knowledge assessed if necessary, using the same nationwide assessment material as in compulsory education. In addition, any work life experiences should be assessed. The results of assessment in steps 1 and 2, together with the students age and personal circumstances are the basis for the principal’s decision on placement.  A third, voluntary step supports assessment in all school subjects.

Students who do not have the sufficient grades to enrol in a national program in upper secondary education are directed to the introductory program Language introduction, which focuses on teaching Swedish as a second language. This is regulated in the Swedish Education Act (2010:800, chapter 17, 3, 12 §§). Students have the opportunity to take Swedish as a second language in all national programs if they so choose.

Students whose mother tongue is not Swedish are entitled to study their mother tongue as a subject in upper secondary school. Instruction is governed by subject syllabi and accompanying commentary materials, which underscore the significance of language for identity formation, cognitive development, and learning (Gy25, Subject syllabus in Mother Tongue, Chapter 5, §13 of the Upper Secondary School Ordinance).

According to the Swedish Education Act (2010:800), Chapter 3, §12, students in upper secondary school are also entitled to receive study guidance in their mother tongue if they experience difficulties following instruction in Swedish and are at risk of not meeting the stipulated learning objectives.

Students who study Swedish as a second language within the Language Introduction Programme follow the same syllabus as that for upper secondary education (Lgr22). Second language learners who are not recent arrivals, and therefore study Swedish as a second language within a national programme, follow the upper secondary syllabus for Swedish as a second language. Similar to the Swedish curriculum for compulsory schooling (Lgr22), the upper secondary curriculum (Gy25) underscores the significance of cultural and linguistic diversity as a foundation for education in a globalized society.

According to the subject syllabus, Swedish as a second language offers students whose mother tongue is not Swedish the opportunity to develop communicative language skills. The subject aims to strengthen students’ multilingual competence and confidence in their own language abilities, while simultaneously fostering greater respect for other languages and for the ways in which people express themselves. The overarching purpose of teaching Swedish as a second language is to enable students to acquire skills and knowledge in the Swedish language. Moreover, students should be encouraged to reflect on their multilingualism and their capacity to develop and maintain a functional and nuanced second language within Swedish society.

The subject plan further highlights that multilingualism is an asset for both individuals and society. By comparing their own linguistic skills and experiences with those of others, students are expected to deepen their understanding of the role of language in communication, thought, and learning.

To be qualified to teach Swedish as a second language in upper secondary education, a teacher must hold a subject teacher degree focused on upper secondary school education (Amendments 2021:1340 to Ordinance on qualification and certification for teachers, 2011:326). In addition to this, 90 credits in Swedish as a second language are required.

Several (about 15) universities in Sweden provide Courses in Teacher Training for teachers i Swedish as a second language. Courses designed for teachers of Swedish as a second language typically include the following components:

• Language Structure (Grammar and Phonetics): Focus on the structure of the Swedish language, including contrastive perspectives with learners’ first languages.
• Second Language Acquisition: Theories and influencing factors related to the acquisition of a second language.
• Language and Content Development Approaches: Strategies for integrating language development across all school subjects.
• Assessment and Documentation: Formative and summative assessment of language development in a second language.
• Sociolinguistics and Multilingualism: The role of language in society and in the learner’s identity; how students’ multilingual resources can support second language development.
• Literature Didactics: Methods for working with fiction in second language instruction.
• Intercultural Competence: Understanding cultural diversity and its significance in the classroom.
• Multilingual Literacy Development: The development of written language across multiple languages.

Basic language education for newly arrived adults is organized by the language programme Swedish for immigrants (SFI) at the municipal level. When applying for SFI, an assessment is carried out to determine the student’s level and needs regarding Swedish as a second language.

Students within SFI may be newly arrived in Sweden, they may have lived for a while before attending, or they may not have passed the languages introduction program in upper secondary education and move to SFI to continue learning Swedish. There is also a lot of variety in age and reasons for arriving in Sweden and in previous schooling. For this reason, the SFI education is divided into four courses (A, B, C, and D) and is adapted to the heterogeneous background of SFI students through three study paths. Each course comprises approximately 5 weeks of study, but the duration of study for each individual student varies greatly. Study path 1 is aimed at students without literacy skills in their mother tongue or with limited schooling, study path 2 is for students with primary education, and study path 3 is for students with a longer educational background. SFI is regulated by the Education Act (2010:800) and the Adult education ordinance (2011: 1108). A person has the right to attend SFI from the year that they turn 16 (The Education Act, 2010:800, ch. 20, 31-33§§).

According to the Ordinance on Adult Education (2011:1108), Section 17a, study guidance in a language the student masters may be provided to students in municipal adult education. This differs from the Ordinance for Compulsory School (2011:185), which states that students in compulsory school shall receive study guidance in their mother tongue if they need it. Although there is no requirement in the governing documents for study guidance in the mother tongue within adult education, it is nonetheless something that is used and occurs in many schools and educational settings.

SFI follows the Curriculum for municipal adult education in Swedish for immigrants, which focuses on reading and writing skills and incorporates assessment criteria for each course.

To be eligible to teach in municipal adult education in Swedish for immigrants (SFI), a person must hold a degree in primary or secondary education and have completed at least 30 higher education credits in the subject of Swedish as a second language.

No courses specifically aimed at L2 learning among adults within regular teacher training. Some universities offer L2 competence development courses for teachers within SFI.

Selection of articles and dissertations regarding multilingual and newly arrived students in a Swedish context.

Reception and inclusion

Ulrika Jepson Wigg and Anna Ehrlin (2021), Liminal spaces and places – Dilemmas in education for newly arrived students (sciencedirect.com), International Journal of Educational Research, Vol 2, 100078

Ulrika Jepson Wigg and Anna Ehrlin (2022), Bringing diversity – Institutional thoughts on newly arrived students in a newly diverse Swedish school (sciencedirect.com), International Journal of Educational Research, Vol. 3, 100166

Teaching Swedish as a first and second language in the same classroom

Granqvist, Angelica (2025), At the confluence of fiction and reality: Literary book-group discussions in a contact zone classroom of Swedish and Swedish as a Second Language, Doctoral thesis, Stockholm University

The implementation of translanguaging approaches in mother tongue tuition

Boglárka Straszer, Jenny Rosén and Åsa Wedin (2022), Spaces for translanguaging in mother tongue tuition, Education Inquiry, Vol. 13, No. 1, pp. 37–55, Routledge

Study tutors’ professional role and practical work

Brendan Munhall, Sofia Antera and Carles Fuster (2025), Study tutors’ professional role and practical work with newly arrived students in Sweden, Language and education, Vol. 39, no. 3, pp. 736–750, Routledge

Initial assessment of L1 literacy in adult education

Maria Eklund Heinonen and Eva Lindström (2024), View of Swedish L2 teacher cognitions of the initial assessment of students’ L1 literacy resources – pdf, Apples – Journal of Applied Language Studies, Vol. 18, 2, pp. 39–60

The Swedish Agency for Education has extensive information and materials for teaching L2 at all levels, as well as regarding newly arrived and multilingual students’ schooling overall. Here are some quick links.

Material for working with Swedish as a second language (compulsory school and upper secondary education): Undervisning i svenska som andraspråk – Skolverket

Further information on the subject syllabus for Swedish as a Second Language in upper secondary education: Ämne – Svenska som andraspråk (Gymnasieskolan) – Skolverket

Material for working with multilingualism in preschool: Flerspråkighet i förskolan – Skolverket

Material for mother tongue support within adult education: Modersmålets roll i skriftspråksundervisning – Skolverket.

Study guidance in the mother tongue within adult education: Ge studiehandledning på modersmål inom komvux – Skolverket

Material for assessment of newly arrived students previous knowledge, including literacy in their native language(s) from the Swedish National Agency for Education: Kartläggning av nyanlända elevers kunskaper – Skolverket

The Swedish Education Act: Skollag (2010:800) | Sveriges riksdag

The Swedish Education Ordinance: Skolförordning (2011:185) | Sveriges riksdag

National curriculum for the preschool (Lpfö18): The curriculum for the preschool – Skolverket (pdf)

National curriculum for compulsory education (Lgr22):  Läroplan för grundskolan samt för förskoleklassen och fritidshemmet (Grundskolan) – Skolverket

National curriculum for upper secondary school (Gy25): Läroplan (Gy25) för gymnasieskolan – Skolverket

Information about qualifications and certification: Krav för att få behörighet att undervisa – Skolverket

Course plan for Swedish as a second language (compulsory education): Kursplan – Svenska som andraspråk (Grundskola) (syllabuswebb.skolverket.se)

Information on the on the Language Introduction Programme (upper secondary education): Introduktionsprogram – Skolverket

The Adult Education Ordinance: Förordning (2011:1108) om vuxenutbildning | Sveriges riksdag

National curriculum for municipal adult education in Swedish for immigrants: Kursplan för svenska för invandrare (sfi) – Skolverket

The act regulating demands on qualifications and and certification, including teaching Swedish as a second language: Förordning (2011:326) om behörighet och legitimation för lärare och förskollärare | Sveriges riksdag

Amendments (2021:1340) to the above ordinance: Förordning om ändring i förordningen (2011:326) om behörighet och legitimation för lärare och förskollärare | Svensk författningssamling