Multilingual Learners Gravitating Towards English: Primary Teachers’ Perspectives on Languages Competing For Time

Sara Snoder; Maria Nilsson

Vol. 18 No. 4 (2026) IEJEE

Multilingual Learners Gravitating Towards English: Primary Teachers’ Perspectives on Languages Competing For Time

Sara Snoder
Maria Nilsson

Published June 5, 2026 | Pages: 517-531 | Views: 212

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Abstract

The current study explores teachers’ perspectives on a rather recent phenomenon in early Swedish education, namely young learners’ increasing use of English in their social interactions. The study was initiated in response to concerns among the teaching staff at a thoroughly multilingual primary school context who had noticed that many of their learners opt to speak English instead of Swedish or their home languages amongst each other. Across school subjects, 27 teachers took part in the study by participating in focus group discussions on two occasions each where they voiced their thoughts about multilingualism, learners’ language use and proficiencies, and their experiences of teaching in the current context. A qualitative content analysis revealed positive attitudes towards multilingualism, which teachers felt were of paramount importance to learner identity and learning. At the same time, they experienced challenges in relation to their teaching and expressed concerns about learners’ school attainment, now and ahead, due to many learners’ lack of linguistic grounding in both Swedish and their home language(s). As an increasing number of young learners gravitate towards English, teachers felt that languages compete for time.

<p>The current study explores teachers’ perspectives on a rather recent phenomenon in early Swedish education, namely young learners’ increasing use of English in their social interactions. The study was initiated in response to concerns among the teaching staff at a thoroughly multilingual primary school context who had noticed that many of their learners opt to speak English instead of Swedish or their home languages amongst each other. Across school subjects, 27 teachers took part in the study by participating in focus group discussions on two occasions each where they voiced their thoughts about multilingualism, learners’ language use and proficiencies, and their experiences of teaching in the current context. A qualitative content analysis revealed positive attitudes towards multilingualism, which teachers felt were of paramount importance to learner identity and learning. At the same time, they experienced challenges in relation to their teaching and expressed concerns about learners’ school attainment, now and ahead, due to many learners’ lack of linguistic grounding in both Swedish and their home language(s). As an increasing number of young learners gravitate towards English, teachers felt that languages compete for time.</p>

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Keywords

home langugaes, langugae use, multilingualism, primary school, school attainment

Affiliations

Sara Snoder

Stockholm University

Maria Nilsson

Stockholm University

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How to Cite

Snoder, S., & Nilsson, M. (2026). Multilingual Learners Gravitating Towards English: Primary Teachers’ Perspectives on Languages Competing For Time. International Electronic Journal of Elementary Education, 18(4), 517–531. Retrieved from https://iejee.com/index.php/IEJEE/article/view/2677