Mother tongue tuition in Sweden - Curriculum analysis and classroom experience

Anne Reath Warren

Vol. 6 No. 1 (2013) IEJEE Special Issue Multilingual Policies and Multilingual Education in the Nordic Countries

Mother tongue tuition in Sweden - Curriculum analysis and classroom experience

Anne Reath Warren

Published August 4, 2017 | Pages: 95-116 | Views: 412

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Abstract

The model of Mother Tongue Tuition (MTT) which has developed in Sweden since the 1970’s
offers speakers of languages other than Swedish the opportunity to request tuition in their
mother tongue, from kindergarten through to year 12. It is unique among the major immigrantreceiving
countries of the world yet little is known about MTT and its syllabus outside of its
Nordic context. This article examines the syllabus for MTT from two perspectives; firstly using
the framework of Constructive Alignment, secondly from the perspective of what is hidden. The
intended syllabus is revealed as well-aligned, but the hidden curriculum impedes successful
enactment in many contexts. Examples from case studies in a larger on-going research project
offer an alternate approach to syllabus implementation when the negative effects of the hidden
curriculum are challenged. While highly context-specific, this model may represent a step in the
right direction for implementation of the syllabus.

The model of Mother Tongue Tuition (MTT) which has developed in Sweden since the 1970’s offers speakers of languages other than Swedish the opportunity to request tuition in their mother tongue, from kindergarten through to year 12. It is unique among the major immigrantreceiving countries of the world yet little is known about MTT and its syllabus outside of its Nordic context. This article examines the syllabus for MTT from two perspectives; firstly using the framework of Constructive Alignment, secondly from the perspective of what is hidden. The intended syllabus is revealed as well-aligned, but the hidden curriculum impedes successful enactment in many contexts. Examples from case studies in a larger on-going research project offer an alternate approach to syllabus implementation when the negative effects of the hidden curriculum are challenged. While highly context-specific, this model may represent a step in the right direction for implementation of the syllabus.

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Keywords

Mother tongue tuition, Syllabus, Constructive alignment, Hidden curriculum

Affiliations

Anne Reath Warren

Stockholm University, Sweden

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How to Cite

Reath Warren, A. (2017). Mother tongue tuition in Sweden - Curriculum analysis and classroom experience. International Electronic Journal of Elementary Education, 6(1), 95–116. Retrieved from https://iejee.com/index.php/IEJEE/article/view/35