help or hindrance?

img src: NBC News http://tinyurl.com/hjvjcf6j
In a press release last week, the government and the Sweden Democrats (SD) announced another inquiry. This time, the government wants to find out how mother tongue language instruction helps or hinders students. More specifically, they want to find out how the weekly hour of home language instruction affects students’ integration into Swedish society. They also will look at these students’ Swedish language acquisition, and their overall study success.
The rules surrounding home language instruction have changed since its inception in the 1970s. From first being voluntary, it is now a right. School children in Sweden have a right to instruction in the language the child speaks at home for one hour a week, outside of regular school hours.
Due partly to questions regarding the subject’s validity, the regulations around home language have increased as well. The syllabus for home language instruction is found in the National Agency for Education’s curriculum. The subject has a list of knowledge requirements and grading criteria like any other subject. In addition, there is an explicit teacher credential with grade specification for just mother tongue language teachers.
The increased regulation has coincided with the number of investigations into the subject. In its press release, the government states that there is a dearth of information about possible effects of home language classes. There have however, been a number of investigations in the past. The latest was in 2019, which found that students who took mother tongue classes achieved better academic results that those who were eligible for classes but didn’t sign up for them.
For whatever reasons, this government may find other results.


