Convergences between modern languages and language(s) of schooling

– Sweden –

Compulsory SchoolUpper

Secondary

School

Adult Education

New grading

scalesTeacher Education

Pre-school

New Education

Act1st July

2011

A period of reforms

A global approach

• A linguistic dimension in all subjects• All languages supporting plurilingualism

- Swedish- Mother tongue- Modern languages- Other languages

Convergences between the different languages• Content, e.g. aims and competencies• Terminology, e.g. strategies and progression• Structure, for all syllabuses and for modern

languages in 7 steps, aligned with CEFR

Part 2Norms and values

Responsibility and influence of pupilsSchool and homeTransition and cooperationThe school and the surrounding worldAssessment and grades

The Swedish curriculum

•

Part 1Fundamental values and tasks of the school

KnowledgePart 3

Syllabuses

Correlations between Swedish, English and Modern Languages in the curriculum

Aim

Core content

Knowledge requirements

MotivesLanguage is the primary tool human beings use for thinking, communicating and learning. ……increases the individual’s opportunities to participate in different social and cultural contexts, as well as in international studies and working life.

Teaching in XX should essentially give pupils the opportunities to develop their ability to:

•express themselves and communicate in speech and writing,• use language strategies to understand and make themselves understood,• adapt language for different purposes, recipients and contexts,

Motives

What teaching should aim for

What teaching should contain

•Listening and reading (reception)

•Speaking, writing and discussion (production & interaction)

•Describes what the pupils should know or be able to do and how it shows.

The knowledge required for different years and grades

Pupils can read fiction and non-fiction texts for children and youth with ease by using reading strategies in a basically functional way. By making simple, chronological summaries of the contents of different texts and commenting on the main points with some connection to the context, pupils show basic reading comprehension. In addition, based on their own experience, pupils can interpret and apply simple and to some extent informed reasoning to clear messages in different works and in a simple way describe their reading experiences. Pupils can write different kinds of text with understandable content and basically functional structures and also with some variation in language. In the texts pupils use basic rules for spelling, punctuation and correct language with some certainty. The narrative texts pupils write contain simple expressive descriptions and simple plots …

…Pupils can give examples of national minority languages, apply simple reasoning about language variants in Swedish, and also give examples of some of the main language similarities and differences between Swedish and closely related languages.