Mother tongue tuition in Sweden - Curriculum analysis and classroom experience
Keywords:
Mother tongue tuition, Syllabus, Constructive alignment, Hidden curriculumAbstract
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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