Skip to main navigation menu Skip to main content Skip to site footer
Językoznawstwo baner

No. 3/28 (2026)

Articles

Mediation activities in Swedish and Norwegian language textbooks – a comparative analysis

DOI: https://doi.org/10.25312/j.10755  [Google Scholar]
Published: 2026-10-23

Abstract

This article attempts a comparative analysis and synthesis of the assumptions underlying mediation strategies
used in the teaching of Swedish and Norwegian as foreign or second languages. In the first part of the study,
the systemic and curricular frameworks in Sweden and Norway are examined and then supplemented with
a review of the literature on mediation in the teaching of these languages. It is assumed that these systemic
guidelines are reflected in teaching materials, which constitute the main object of analysis. The research
material consists of four textbooks (two for each language) at levels A1–B2 according to the CEFR. The aim
of the analysis is to determine which types of mediation activities occur most frequently in the selected
textbooks and how they implement the categories of mediation defined in the CEFR (2018), namely mediation
of text, concepts, and communication. The study was conducted in two stages: through a qualitative analysis
of textbooks’ content and through the identification and classification of mediation tasks. The results show
that the analysed materials are dominated by activities related to text processing, explaining content, and
intercultural mediation, reflecting the multilingual and multicultural context of language teaching in both
countries. At the same time, differences are observed in how mediation is conceptualized and implemented
in Sweden and Norway, which stem from differing systemic conditions and pedagogical traditions.

References

  1. Begrepp som anknyter till språken i gymnasiets läroplansgrunder (b.r.), https://www.oph.fi/sv/utbildning-och-examina/begrepp-som-anknyter-till-spraken-i-gymnasiets-laroplansgrunder [dostęp: 5.12.2025]. [Google Scholar]
  2. Berg L., Hofset J. (2024), God i norsk 1, Oslo: Aschehoug. [Google Scholar]
  3. Bjernhager L., Sjöberg U. (2022), Medierande verktyg som stöttning av studenters skrivande i högre utbildning, „Journal of Teaching and Learning in Higher Education”, vol. 3(1), s. 1–17. [Google Scholar]
  4. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors (2018), Strasbourg: Council of Europe Publishing. [Google Scholar]
  5. Eek M. (2024), Andrespråkslæring, språkhjelpere og sosial rettferdighet, Oslo: Cappelen Damm. [Google Scholar]
  6. Ellingsen E., Mac Donald K. (2025), På vei, Oslo: Capellen Damm. [Google Scholar]
  7. Forskrift om endring i integreringsforskriften og forskrift om læreplan i norsk for voksne innvandrere (2024), https://lovdata.no/dokument/LTI/forskrift/2024-08-23-2010 [ dostęp: 3.12.2025]. [Google Scholar]
  8. Forskrift om læreplan i norsk for voksne innvandrere (2021), https://lovdata.no/dokument/SF/forskrift/2021-06-20-2053?q=Forskrift%20om%20l%C3%A6replan%20i%20norsk [dostęp: 3.12.2025]. [Google Scholar]
  9. Gujord A.-K.H., Randen G.T. (2018), Norsk som andrespråk – perspektiver på læring og utvikling, Oslo: Cappelen Damm Akademisk. [Google Scholar]
  10. Hellqvist B., Vold E.T. (2020), Rammeverket i korte trekk En veiledning for språklærere, Strasbourg: Council of Europe Publishing. [Google Scholar]
  11. Kursplan för kommunal vuxenutbildning i svenska för invandrare (b.r.), https://www.skolverket.se/undervisning/komvux/komvux-i-svenska-for-invandrare-sfi/kursplan-for-svenska-for-invandrare-sfi [dostęp: 30.11.2025]. [Google Scholar]
  12. Läroplan för grundskolan samt för förskoleklassen och fritidshemmet (b.r.), https://www.skolverket.se/undervisning/grundskolan/laroplan-lgr22-for-grundskolan-samt-for-forskoleklassen-och-fritidshemmet?url=907561864%2Fcompulsorycw%2Fjsp%2Fsubject.ht-m%3FsubjectCode%3DGRGRSVA01%26tos%3Dgr&sv.url=12.5dfee44715d35a5cdfa219f [dostęp: 1.12.2025]. [Google Scholar]
  13. Levy Scherrer P., Lindemalm K. (2014), Rivstart A1+A2, Stockholm: Natur & Kultur. [Google Scholar]
  14. Levy Scherrer P., Lindemalm K. (2023), Rivstart A1–A2, Stockholm: Natur & Kultur. [Google Scholar]
  15. Levy Scherrer P., Lindemalm K. (2025), Rivstart B1–B2, Stockholm: Natur & Kultur. [Google Scholar]
  16. Lindberg I., Skeppstedt I. (2000), Ju mer vi lär tillsammans rekonstruktion av text i smågrupper, [w:] H. Åhl (red.), Svenskan i tiden, visioner och verklighet. Invigningssymposium för Nationellt centrum för sfi och svenska som andraspråk, Stockholm: HLS Förlag. [Google Scholar]
  17. Lundgren S., Croona C. (2018), Gilla svenska B, Stockholm: Natur & Kultur. [Google Scholar]
  18. Lundgren S., Croona C. (2019), Gilla svenska C, Stockholm: Natur & Kultur. [Google Scholar]
  19. Lundgren S., Croona C. (2021), Gilla svenska D, Stockholm: Natur & Kultur. [Google Scholar]
  20. Resurser för att stötta implementeringen av kursplanen i svenska som andraspråk i Lgr22 (2025), https://www.su.se/nationellt-centrum-for-svenska-som-andrasprak/råd-och-stöd/resurser-och-fördjupning/resurser-för-att-stötta-implementeringen-av-kursplanen-i-svenska-som-andraspråk-i-lgr22-1.641379 [dostęp: 5.12.2025]. [Google Scholar]
  21. Saljö R. (2005), Lärande & kulturella redskap. Om lärprocesser och det kollektiva minnet, Stockholm: Norstedts Akademiska Förlag. [Google Scholar]
  22. Säljö R. (2010), Lärande i praktiken. Ett sociokulturellt perspektiv, Lund: Studentlitteratur. [Google Scholar]
  23. Styrkraft för lyckad integration. Slutbetänkande av utredningen om en målstyrd integrationspolitik (2024), https://www.regeringen.se/contentassets/c988ad23ff9943ef9f7f6c934b28e279/styrkraft-for-lyckad-integration-sou-202441.pdf [dostęp: 5.12.2025]. [Google Scholar]
  24. Vygotsky L.S. (1978), Mind in society. The development of higher psychological processes, Cambridge: Harvard University Press. [Google Scholar]
  25. Vygotsky L.S. (1986), Thought and language, Cambridge: Harvard University Press. [Google Scholar]

Downloads

Download data is not yet available.