Trends in the study of Modern languages in Swedish lower secondary school (2000 – 2018) and the impact of grade point average enhancement credits

Figures & data

Figure 1. Proportions of pupils studying a Second Foreign Language in year 9 (2000–2018) – Sweden national average

Figure 2. Proportions of pupils studying French/German/Spanish in Sweden and in different municipality groups (means) (2000–2018)

Figure 3. Proportions of pupils studying French in Sweden and in different municipality groups (means) (2000–2018)

Figure 4. Proportions of pupils studying German in Sweden and in different municipality groups (means) (2000–2018)

Figure 5. Proportions of pupils studying Spanish in Sweden and in different municipality groups (means) (2000–2018)

Table 1. Number of municipalities without registered pupils in French, German or Spanish (2018)

	Large cities and municipalities near large cities (A)	Medium-sized towns (B)	Smaller towns/urban areas (C)	Total
French	0	11	30	41
German	0	2	2	4
Spanish	0	4	4	8

Figure 6. Number of municipalities registering no pupils in the respective languages (2000–2018)

Table 2. β coefficients before (2000–2007) and after (2008–2018) the introduction of GPAEC

Groups	Statistics	French	German	Spanish	Total (Fr/Ge/Sp)
Sweden	β coefficient 2000–2007	−0,73	−2,00	2,76	0,32
	β coefficient 2008–2018	−0,04	−0,02	0,76	0,58
	β difference	0,69	1,98	−2,00	0,26
	t	−40,11	−54,53	17,40	−3,12
	Significance	<.000	<.000	<.000	<.01
Group A	β coefficient 2000–2007	−0,69	−1,72	2,95	0,53
	β coefficient 2008–2018	0,12	0,27	0,51	0,84
	β difference	0,81	1,98	−2,43	0,31
	t	−16,90	−24,11	18,05	−4,72
	Significance	<.000	<.000	<.000	<.001
Group B	β coefficient 2000–2007	−0,83	−2,06	3,04	0,15
	β coefficient 2008–2018	−0,12	0,03	0,22	0,25
	β difference	0,71	2,09	−2,82	0,09
	t	−20,50	−52,39	25,42	−1,15
	Significance	<.000	<.000	<.000	p >.05, n.s.
Group C	β coefficient 2000–2007	−0,62	−1,97	2,55	−0,02
	β coefficient 2008–2018	−0,27	−0,52	0,65	−0,03
	β difference	0,35	1,44	−1,90	0,00
	t	−13,70	−46,77	17,31	0,04
	Significance	<.000	<.000	<.000	p >.05, n.s.

Figure 7. Differences in slopes (2000–2007) vs. (2008–2018) for the three languages and for different municipality groups

Figure 8. Comparison of trends in the study of German in year 9 (2000–2007) and (2008–2018)