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Mother Tongue Tuition in Sweden: Curriculum Analysis and Classroom Experience
Stockholm University, Faculty of Humanities, Department of Language Education.
2013 (English)In: International Electronic Journal of Elementary Education, ISSN 1307-9298, Vol. 6, no 1, 95-116 p.Article in journal (Refereed) Published
Abstract [en]

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 immigrant-receiving 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.

Place, publisher, year, edition, pages
2013. Vol. 6, no 1, 95-116 p.
Keyword [en]
mother tongue tuition, syllabus, constructive alignment, hidden curriculum
National Category
Educational Sciences
Research subject
Education in Languages and Language Development
URN: urn:nbn:se:su:diva-96592OAI: diva2:666940
Available from: 2013-11-25 Created: 2013-11-25 Last updated: 2014-10-03Bibliographically approved

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Reath Warren, Anne
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