Teachers of Swedish as a Second Language

Abstract

In this article, the professional role of teachers in Swedish as a second language (SSL) is explored. The study builds on interviews with six highly qualified SSL teachers. The content analysis of data focuses on what SSL teachers say about their professional identity; what opportunities there are for them to develop agency; and what changes they believe would give SSL teachers stronger voice. Findings show that the assignment of these teachers is difficult due to the everyday reality of the school environment in which they teach. In a situation where principals and subject teachers lack sufficient knowledge about L2 students, it is unrealistic to assume SSL teachers can lead the type of school development and organisational change that is required. That would necessitate a new type of role for SSL teachers, one in which the teacher is not only an expert on L2 students’ learning and educational needs, but also has training in issues of leadership.