Minority language education policy and planning in Sweden

Beatrice CABAU*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review

25 Citations (Scopus)


This paper analyses Swedish language-in-education policy and planning in the field of minority language education. In recent years, various criticisms have pointed to the discrepancy between these two processes in mother tongue instruction (MTI) at compulsory schools. The general dissatisfaction expressed by some representatives of language minority groups led to the emergence of independent bilingual schools. The present study aims to explain the reasons behind such developments by investigating the various challenges facing MTI as well as the impact of the recent introduction of a national language policy. It highlights various issues related to language-in-education policy and planning, language status, language acquisition management and micro language planning in the field of minority language education in a Northern European context.

Original languageEnglish
Pages (from-to)409-425
Number of pages17
JournalCurrent Issues in Language Planning
Issue number4
Publication statusPublished - 1 Oct 2014

Scopus Subject Areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

User-Defined Keywords

  • language-in-education planning
  • language-in-education policy
  • micro language planning
  • minority languages
  • mother tongue instruction
  • Sweden


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