Minority language education policy and planning in Sweden

Abstract

This paper analyses Swedish language-in-education policy and planning in the field of minority language education. In recent years, various criticisms have pointed to the discrepancy between these two processes in mother tongue instruction (MTI) at compulsory schools. The general dissatisfaction expressed by some representatives of language minority groups led to the emergence of independent bilingual schools. The present study aims to explain the reasons behind such developments by investigating the various challenges facing MTI as well as the impact of the recent introduction of a national language policy. It highlights various issues related to language-in-education policy and planning, language status, language acquisition management and micro language planning in the field of minority language education in a Northern European context.

Keywords:

• mother tongue instruction
• Sweden
• language-in-education policy
• language-in-education planning
• micro language planning
• minority languages

Notes on contributor

Béatrice Cabau is Associate Professor in the Department of Government and International Studies, Hong Kong Baptist University. She is the French Stream Coordinator of the European Studies Programme. She has published a book as well as several articles/chapters about language-in-education policy and national language policy in Sweden in international journals.