This study investigates quality teaching practices in lower secondary Nordic classrooms from the perspective of students who use Nordic languages as second languages (L2). The research question is: In what ways are Lan-guage Art Classrooms in Nordic schools supportive of L2 students? Grounded in multilingual education research, language awareness, scaffolding, and powerful disciplinary knowledge, the study employs the PLATO analytical tool to scrutinize highly scored examples of teaching segments in Denmark, Finland, Iceland, and Sweden. Findings emphasize the significance of context, modelling, and accommodations for language learning. Given growing linguistic diversity, teacher education must prioritize multilingual pedagogy to prepare educators to effectively support L2 learners.

Denna studie utforskar vilka ordförståelsestrategier flerspråkiga mellanstadieelever använder för att förstå de ord som testas i DLS ordförståelsetest. Data samlades in våren 2023 med 15 flerspråkiga mellanstadieelever och metoden som användes var ”think aloud protocol”. DLS ordförståelse innehåller 40 testord där det till varje ord finns fyra svarsalternativ – tre distraktorer och ett korrekt svarsalternativ. Materialet analyserades både kvantitativt (med SPSS) och kvalitativt, med utgångspunkt i ett kodningsschema av Fonseca Saravia (1995). I kodningsschemat finns tre huvudkategorier: A) Kunskap om ordens egenskaper, B) Kunskap om andra språk och C) Andra strategier och förmågor. Resultaten visar att den mest använda strategin är Gissar utan att förklara, som används vid 362 tillfällen. Exempel på strategier som används fler än tio gånger inkluderar Del av tal, Ordform, och Ljudlikhet. Studien belyser även hur eleverna använder dessa strategier för att förstå några av testorden såsom exempelvis nöjd, laglig och pålitlig. Det framgår att vissa strategier, som Ljudlikhet, kan leda till felaktiga svar på grund av fonologiska eller ortografiska likheter mellan ord. Resultatet visar också att testets konstruktion orsakar problem i flera fall. Ett av testorden har inga tydliga betydelseskillnader mellan svarsalternativen, vilket gör en elev frustrerad eftersom han kan testordet.

This study explores how teachers promote literary understanding and language development in Swedish as a second language (SSL) classrooms for Grade 6 students through read-aloud discussions. Addressing a research gap on core SSL curriculum delivery in elementary schools, this investigation observed two experienced teachers over a two-month period. The study draws on reader-response perspectives from Langer and Felski, combined with discursive strategies and Cummins' notion of reading engagement. Through analysis of classroom observations, field notes, and photos, the study examines how teachers use questioning, discussions, and language support strategies to foster students' growth in literary understanding and L2 knowledge.In both classrooms, linguistic aspects appeared to be highly integrated into the reading practices. For example, the teachers commented on the linguistic and aesthetic qualities of literary words. At the same time, the different dynamics of the student groups impacted the teachers' choice of texts, which affected the possibilities for a deeper understanding of the text; for instance, by perceiving symmetries between the text and knowledge acquired in other teaching areas. The strategies revealed in the present study can potentially be used in other contexts to elevate the quality and status of L2 teaching.

Swedish schools offer two parallel subjects for the national majority language: Swedish (SWE) and Swedish as a second language (SSL). Several reports have shown disparities across schools in the country concerning the organisation of Swedish instruction for students with first languages other than Swedish. As headteachers are responsible for the organisation and quality of the instruction, this article aims to study headteachers' descriptions of providing Swedish instruction to second-language students in anticipation of the introduction of new compulsory school curricula (Lgr22) with revised syllabi. By applying theories of policy enactment, the study examines factors enabling or hindering the enactment and headteachers' interpretation of the new syllabi for SWE and SSL. Interviews were conducted with nine compulsory headteachers during the preparations for the new curriculum. The preparation for these curricula highlighted a range of problems within the school subject of SSL and headteachers had already taken measures to address certain shortcomings during the preparatory work. These measures may potentially contribute to increased quality and equity for students. The results of the study provide insights into the challenges and opportunities that headteachers experience in relation to the enactment of the syllabi, as well as shed light on the challenges associated with SSL.

The purpose of this chapter is to investigate whether and how a common Nordic dimension underlies existing policies on second language (L2) and immigrant mother tongue (L1) education. Our research question was: What do policy documents in the five Nordic countries say about L2 and L1 instruction? The theoretical foundation lies in the research fields of language policies and social justice. Document analysis was used to analyze policy documents. Our results show that there is a common Nordic dimension regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportunities for the education of immigrant students in L2 and L1. However, there are differences between the Nordic countries in their commitment to principles of social justice, and how the policies are implemented.