2012-05-03

SVA

Swedish as a second language

The subject of Swedish as a second language gives students with a mother tongue
other than Swedish the opportunity to develop their communicative language skills.
A rich language is the precondition for acquiring new knowledge, succeeding in
further studies, and taking an active part in societal and working life. It is also
through language that we express our personality and interact with other people in
different situations. The subject helps students strengthen their multilingual identity
and confidence in their own language skills, at the same time as they gain greater
respect for the language of others, and how they express themselves.

Aim of the subject

Teaching in Swedish as a second language should aim at helping students to devel-
op skills in and knowledge of the Swedish language. Students should also be given
the opportunity to reflect on their own plurilingualism and their capacity to master
and develop a functional and rich second language in Swedish society.
Teaching should provide students with ample opportunity to meet, produce and
analyse spoken and written language. Fiction, different kinds of texts, films and
other media should be used as a source of insight into the experiences of others,
their thoughts and conceptual worlds, and give students an opportunity to develop
a rich and varied language. The content should be chosen so that students' previous
experience and knowledge are taken into account.
Plurilingualism is an asset for both the individual and society, and by comparing
language skills and experiences with others, students should be given the oppor-
tunity to develop a better understanding of the function of language in communica-
tion, thinking and learning.

Teaching in the subject of Swedish as a second language should give

students the opportunities to develop the following:
1) The ability to communicate in speech and writing and to adapt language
to subject, purpose, situation and recipient.
2) The ability to use a rich vocabulary in a way that is relevant to the
context.
3) Knowledge of the structure and norms of the Swedish language. i.e. how
words, phrases and sentences are built up and how they interact.
4) The ability to structure, refer to, assess and critically examine the content
of spoken and written language.
5) The ability to read and reflect on texts of different kinds.
6) The ability to read and reflect on fiction in different forms and from
different parts of the world.

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 7) Knowledge of language and language variation, and the ability to reflect
on use of language and attitudes to different kinds of language use.
8) The ability to compare the Swedish language with their mother tongue
and other languages in which they are skilled, as well as ability to reflect
on their own language learning.

Courses in the subject

 Swedish as a second language 1, which builds on knowledge from the
compulsory school or equivalent.
 Swedish as a second language 2, based on the course Swedish as a
second language 1.
 Swedish as a Second Language 3, based on the course Swedish as a
second language 2.

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SVASVA01

Swedish as a second language 1

The course Swedish as a second language 1 covers points 1–8 under the heading
Aim of the subject.

Core content
Teaching in the course should cover the following core content:
 Oral presentations and oral narratives for different recipients. Strategies
for understanding and making oneself understood in talks and
discussions. Participation in conversations and discussions where
language, content, and structure are adapted to subject, purpose, situation
and recipient, and where argument is used to clarify one's own point of
view and to respond to the arguments of others.
 Writing of texts for communication and reflection. Strategies for writing
different types of texts that are adapted to subject, purpose, situation and
recipient. Text structure, text patterns and language features especially in
narrative, descriptive and argumentative texts. Techniques and
guidelines for summaries and referencing quotations and different
sources.
 The vocabulary and structure of the Swedish language in different
communicative situations.
 Reading and discussion of texts used in daily, societal, studying and
working life.
 Reading and discussion of modern fiction written by both men and
women that provide insights into different cultures, universal human
themes and Swedish frames of reference.
 Language variation in Sweden and the Swedish language with emphasis
on how language variation is related to origin, place of residence, age,
gender and social background. Attitudes to language variation.
Differences between formal and informal language and between spoken
and written language.
 Comparison between the Swedish language and the student's mother
tongue.
 Reflection on how language learning with an emphasis on how oral
situations and texts can be used to build up vocabulary and develop the
language.

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KNOWLEDGE REQUIREMENTS
Grade E
Students can discuss subjects related to everyday life, society, studies and work, and
adapt to some extent their language to subject, purpose, situation and recipient.
Students can make oral presentations where the context is easy to follow. Students
can write different kinds of texts that are coherent and comprehensible, and essen-
tially follow the norms for the type of text selected. Vocabulary, pronunciation and
command of grammar are sufficiently good so that written and oral communica-
tion will not be impeded other than in exceptional cases.
Students can in basic terms report the main content of oral and written commu-
nications that are found in daily life, society, studying and work. Students can assess
and critically examine content in a simple assessment. Students can in basic terms
give an account of the content of simple texts of various kinds and of modern fic-
tion. Students can adapt their reading to the type of text and through examples
show differences between narrative, descriptive, reproductive, instructive and ar-
gumentative features. Students can with some certainty use the texts of others as
a model for their own language production.
Students can make simple reflections on how language variation is related to
speaker, purpose and communication situation, and also how language can have
different kinds of status in different situations. Students also give examples of lan-
guage features that are typical of spoken and written language. In addition, students
can in basic terms describe the similarities and differences between Swedish and
their own mother tongue. Students can make simple reflections on their own use
of language and can with some certainty use different strategies to develop their
own learning.

Grade D
Grade D means that the knowledge requirements for grade E and most of C are
satisfied.

Grade C
Students can discuss subjects related to everyday life, society, studies and work, and
adapt to some extent their language to subject, purpose, situation and recipient.
Students can make oral presentations where the context is easy to follow. In these
students can give prominence to the main idea and support it with exam-
ples. Students can write different kinds of texts that are coherent, comprehensible
and well structured, and essentially follow the norms for the type of text selected.
Students can to some extent adapt style to the type of text. Vocabulary, pro-
nunciation and command of grammar are sufficiently good so that written and oral
communication will not be impeded. When their vocabulary is insufficient,
students can show evidence of some strategy for expressing themselves in a
different way.
Students can in basic terms and with important details report the main content
of spoken and written communications that occur in daily life, society, studies and
work. Students can assess and critically examine content in a simple assessment.
Students can in basic terms give an account of the content of simple texts of vari-

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ous kinds and of modern fiction. Students can adapt their reading to the type of
text and by means of examples, show and explain with these as the starting
point, the differences between narrative, descriptive, reproductive, instructive and
argumentative features. Students can with some certainty adapt the texts of oth-
ers as a model in their own language production.
Students can make well grounded reflections on how language variation is related
to the speaker, purpose and communication situation, and also how language in
different situations can have different kinds of status. Students also give examples
of language features that are typical of spoken and written language. In addition
students can in detail give an account of the similarities and differences between
Swedish and their own mother tongue. Students can make well grounded reflec-
tions on their own use of language, and can with some certainty use different
strategies to develop their own learning.

Grade B
Grade B means that the knowledge requirements for grade C and most of A are
satisfied.

Grade A
Students can discuss complex subjects related to everyday life, society, studies and
work, and can to a great extent adapt their language to subject, purpose, situation
and recipient. Students can make oral presentations where the context is easy to
follow. In these, students can give prominence to the main idea and support
it with examples. Students can write different kinds of texts, also about complex
subjects that are coherent, comprehensible, rich in detail and well structured,
and which essentially follow the norms for the type of text selected. Students can
to some extent adapt style to the type of text and the reader. Vocabulary, pro-
nunciation and command of grammar are sufficiently good so that written and oral
communication will function well. When their vocabulary is insufficient, stu-
dents can show evidence of different strategies for expressing themselves in
a different way.
Students can using important details and shades of meaning describe the main
content of oral and written communications found in daily life, society, studies and
work. Students can evaluate and critically examine content in a balanced assess-
ment. Students can give an account of the content of simple texts of various kinds
and of modern fiction and also relate the content to their own experiences and
to universal human and social conditions. Students can adapt their reading to
the type of text and by means of examples, show and explain with these as the
starting point, the differences between narrative, descriptive, reproductive, in-
structive and argumentative features. Students can with certainty use the texts of
others as a model for their own language production.
Students can make well grounded and balanced reflections on how language
variation is related to the speaker, purpose and communication situation, and also
how language in different situations can have varying status. Students also give
examples of language features that are typical of spoken and written language. In
addition, students can in detail and in a balanced way give an account of the
similarities and differences between Swedish and their own mother tongue. Stu-

5
dents can make well grounded and balanced reflections on their own use of lan-
guage, and can with certainty use different strategies to develop their own learning.
Students also use these to draw conclusions about how language is used.

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SVASVA02

Swedish as a second language 2

The course Swedish as a second language 2 covers points 1–8 under the heading
Aim of the subject.

Core content
Teaching in the course should cover the following core content:
 Oral investigative and argumentative presentations in and before a
group. Strategies for understanding and making oneself understood in
talks, discussions and presentations. Participation in conversations and
discussions where language, content, and structure are adapted to
purpose and recipient, and where argument is used to clarify personal
points of view and to respond to the arguments of others.
 Written communication of investigative and argumentative texts.
Strategies for writing different types of texts that are adapted to subject,
purpose, and recipient. Text structure, text patterns and language features
especially in investigative and argumentative texts. Techniques and
guidelines for summaries and referencing quotations and different
sources.
 The vocabulary and structure of the Swedish language in different
communicative situations.
 Reading and discussion of texts used in daily, societal, studying and
working life.
 Reading and discussing literature authored by both women and men
from different cultures and periods which provides a basis for
developing language, and talking about narrative structures, universal
themes and common literary ideas.
 Language variation in Sweden and in the Swedish language. Language
relationships and changes in languages. The position and status of
Swedish, immigrant languages, minority languages, sign language and
dialects.
 Comparison between Swedish, students' mother tongue and other
languages the student uses.

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KNOWLEDGE REQUIREMENTS
Grade E
Students can discuss subjects related to everyday life, society, studies and work, and
adapt to some extent their language to purpose, subject and recipient. In their
discussions, students respond to the arguments of others, and put forward their
own views supported by facts and examples. Students can make oral presentations
that are well structured and where the message is clear. Students can write investi-
gative texts with references to different sources. Vocabulary, pronunciation and
command of grammar limit only in exceptional cases written and oral communica-
tion.
Students can in basic terms describe the main content of lectures and texts, and
check their understanding of details using strategies and different aids. Students can
assess and critically examine content in a simple assessment. Students can in basic
terms give an account of the content and basic narrative structure of literary texts
from different cultures and different periods, and also give examples of some key
themes and ideas. Students can adapt their listening and reading to the type of text
and situation, and by examples show differences between narrative, descriptive,
reproductive, instructive and argumentative features. Students can with some cer-
tainty use the texts of others as a model for their own language production.
Students can make simple reflections on their own and others' use of language and
with some certainty use different strategies to develop their own learning. In addi-
tion, students can in basic terms give an account of the language situation in Swe-
den, and give examples of variations in language, changes in language and the rela-
tionship between Swedish and other languages.

Grade D
Grade D means that the knowledge requirements for grade E and most of C are
satisfied.

Grade C
Students can discuss subjects related to everyday life, society, studies and work, and
adapt to some extent their language to purpose, subject and recipient. In their
discussions, students respond to the arguments of others with relevant counter
arguments, and their own views supported by facts, examples and explanations.
Students can make oral presentations that are well structured, where the message is
clear and the content is well adapted to the audience. Students can write well
structured investigatory texts with references to different sources. Vocabulary,
pronunciation and command of grammar limit only in exceptional cases written
and oral communication.
Students can in detail describe the main content and important details in lec-
tures and texts, and check their understanding of details using strategies and differ-
ent aids. In addition, students can in basic terms give an account of the
speaker's or author's plan and attitudes to the content. Students can assess and
critically examine content in a simple assessment. Students can in basic terms
give an account of the content and basic narrative structure of literary texts from

8
different cultures and different periods, and also give examples of some key themes
and ideas, and discuss these in basic terms. Students can adapt their listening
and reading to the type of text and situation, and by examples show differences
between narrative, descriptive, reproductive, instructive and argumentative features.
Students can with some certainty use the texts of others as a model for their own
language production.
Students can make well grounded reflections on their own and others' use of lan-
guage, and with some certainty use different strategies to develop their own learn-
ing. In addition, students can in basic terms give an account of the language situa-
tion in Sweden, and give examples of and, with these as a starting point, in
basic terms give an account of variations in language, changes in language
and the relationship between Swedish and other languages.

Grade B
Grade B means that the knowledge requirements for grade C and most of A are
satisfied.

Grade A
Students can discuss complex subjects related to everyday life, society, studies
and work, and to a great extent adapt their language to subject, purpose, situa-
tion and recipient. In their discussions, students respond to the arguments of oth-
ers in a spontaneous and unrestricted way with relevant counter arguments,
and their own views supported by detailed factual information, illustrative ex-
amples and explanations. Students can make oral presentations that are well
structured, where the message is clear and the content is well adapted to the
audience. Interruptions and questions are handled freely and spontaneously,
and students can use emphasis and intonation to convey shades of meaning.
Students can write well structured investigated text that highlight well founded
conclusions, and have references to different sources. Vocabulary, pronunciation
and command of grammar limit only in exceptional cases written and oral commu-
nication.
Students can report the main content, important details and implicit contexts in
lectures and texts, and check their understanding of details through the use of
strategies and different aids. In addition, students can in basic terms give an
account of the speaker's or author's structure and attitudes to the content.
Students can evaluate and critically examine content in a balanced assessment.
Students can give an account of the content and the basic narrative structure of
literary texts from different cultures in different periods, and also give examples of
some key themes and ideas, and discuss these in detail. Students can adapt their
listening and reading to the type of text and situation, and by examples show dif-
ferences between narrative, descriptive, reproductive, instructive and argumentative
features. Students can with certainty use the texts of others as a model for their
own language production.
Students can make well grounded and balanced reflections on their own and
others' use of language, and with certainty use different strategies to develop their
own learning. In addition, students can in basic terms give an account of the lan-
guage situation in Sweden, and give examples of and, with these as a starting

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point, in basic terms give an account of variations in language, changes in
language and the relationship between Swedish and other languages.

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SVASVA03

Swedish as a second language 3

The course Swedish as a second language 3 covers points 1–6 and 8 under the
heading Aim of the subject.

Core content
Teaching in the course should cover the following core content:
 Oral communications incorporating investigatory and argumentative
aspects for different recipients. Strategies for understanding and making
oneself understood in talks, discussions, debates and addresses. Factors
which make an oral presentation interesting and convincing, and how
presentation aids can be used to support and improve oral presentations.
Participation in conversations and discussions where language, content,
and structure are adapted to purpose and recipient, and where argument
is used to clarify personal points of view and to respond to the arguments
of others. Disposition, language characteristics and rhetorical devices
used in different types of oral communications.
 Written communication of investigative and argumentative texts of a
scientific nature. Strategies for writing different types of texts that are
adapted to subject, purpose, situation and recipient. Text structure,
textual patterns and language features. Techniques and guidelines for
abstracts and basic knowledge of source criticism.
 The vocabulary and structure of the Swedish language in different
communicative situations.
 Reading and discussing text of different kinds, with emphasis on
structuring, referencing and critically examining larger amounts of text,
and discussing the structure, language and style of texts of a scientific
nature.
 Reading and discussing literature authored by both women and men
from different cultures and periods, with an emphasis on summarising,
interpreting, assessing and making references to the texts.
 Language variation and the use of language, with emphasis on how
gender, social background and cultural affiliation affect how people talk
and write, and how language can be used to express power relations.
Differences in use of language between the majority in society and
various minorities.
 Reflections on language learning, with emphasis on developing
strategies for further learning.

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KNOWLEDGE REQUIREMENTS
Grade E
Students can discuss subjects related to everyday life, society, studies and work, and
adapt to some extent their language to subject, purpose, situation and recipient. In
their discussions, students respond to the arguments of others, and put forward
their own views supported by facts and examples. Students can make oral presen-
tations that are well structured, where the message is clear and different views are
developed by the use of examples and arguments. Students can use presentation
aids and simple rhetorical devices in a relevant way. Students can write texts of a
scientific nature which to some extent are adapted to subject, type of text, recipi-
ent and situation. Vocabulary, pronunciation and command of grammar limit only
in exceptional cases written and oral communication.
Students can in basic terms give an account of the main content of scientific texts,
and check their understanding of details using strategies and different aids. Stu-
dents can assess and critically examine content in a simple assessment. Students
can structure, abstract, assess, examine and summarise, orally and in writing, texts
about familiar subjects, and transform their summary into an oral or written
summary that is to some extent adapted to the type of text and recipient. Students
can in basic terms give an account of contents, themes, ideas and narrative devic-
es in longer works of fiction from different cultures and different periods. Students
can adapt their listening and reading to the type of text and situation, and by exam-
ples show differences between narrative, descriptive, reproductive, instructive and
argumentative features. Students can with some certainty adapt the texts of oth-
ers as a model in their own language production.
Students can make simple reflections on how language use and use of language
affect how people speak and write, and how language can be used to express rela-
tions of power. Students can give examples of learning opportunities that occur in
daily life and the teaching situation, and in basic terms describe strategies and
methods for developing their own learning.

Grade D
Grade D means that the knowledge requirements for grade E and most of C are
satisfied.

Grade C
Students can discuss complex subjects related to everyday life, society, studies and
work, and to some extent adapt their language to subject, purpose, situation and
recipient. In their discussions, students respond to the arguments of others with
relevant counter arguments, and their own views supported by facts, examples
and explanations. Students can make oral presentations that are well structured,
where the message is clear, and different views are developed by the use of exam-
ples and well grounded arguments. The content of the presentations is
adapted to the audience. Students can use presentation aids and rhetorical devic-
es in a relevant way and bring their speech to an appropriate conclusion. Stu-
dents can write well structured investigative and argumentative texts of a sci-
entific nature that are adapted to subject, type of text, recipient and situation, and

12
with certainty use stylistic features that are typical for the type of text. Vo-
cabulary, pronunciation and command of grammar limit only in exceptional cas-
es written and oral communication.
Students can in basic terms give an account of the main content, important de-
tails and structure in text of a scientific nature, and check their understanding of
details using strategies and different aids. Students can assess and critically examine
content, both explicit and implicit in terms of ideas, with simple assessment.
Students can structure, abstract, assess, examine and summarise, orally and in writ-
ing, extensive texts about different subjects and transform their summary into an
oral or written summary that is adapted to the type of text and recipient. Students
can in detail give an account of contents, themes, ideas and narrative devices in
longer works of fiction from different cultures and different periods. Students can
adapt their listening and reading to the type of text and situation, and by examples
show differences between narrative, descriptive, reproductive, instructive and ar-
gumentative features. Students can with some certainty use the texts of others as
a model for their own language production.
Students can make well grounded reflections on how language use, and use of
language affect how people speak and write, and how language can be used to ex-
press relations of power. Students can give examples of learning opportunities that
occur in daily life and the teaching situation, and in basic terms describe and use
strategies and methods for developing their own learning.

Grade B
Grade B means that the knowledge requirements for grade C and most of A are
satisfied.

Grade A
Students can discuss complex subjects related to everyday life, society, studies and
work, and to a great extent adapt their language to subject, purpose, situation and
recipient. In their discussions, students respond to the arguments of others in a
spontaneous and unrestricted way with relevant counter arguments, and their
own views supported by detailed factual information, illustrative examples and
explanations. Students can make oral presentations that are well structured, where
the message is clear and different views are developed by the use of examples,
supporting themes and well grounded and balanced arguments. The content
of the presentations is adapted to the audience. Students can use presentation
aids and rhetorical and stylistic concepts in a relevant way and introduce and
conclude their presentations in an appropriate way. Interruptions and ques-
tions are handled with ease and spontaneously, and students can use em-
phasis and intonation to convey shades of meaning. Students can write well
structured investigative and argumentative texts of a scientific nature that are
adapted to subject, type of text, recipient and situation, and use with certainty
and precision idiomatic expressions and stylistic features that are typical for
the type of text. Vocabulary, pronunciation and command of grammar do not
limit written and oral communication.
Students can in basic terms give an account of the main content, important de-
tails and structure in texts of a scientific nature, and check their understanding of

13
details with the help of strategies and different aids. Students can evaluate and criti-
cally examine content, both in terms of explicit and implicit ideas, with bal-
anced assessment. Students can structure, abstract, assess, examine and summarise,
orally and in writing, extensive texts about different subjects, both concrete and
abstract, and transform their summary into an oral or written summary that is
adapted to the type of text and recipient. Students can in detail give an account of
contents, themes, ideas and narrative devices in longer works of fiction from dif-
ferent cultures and different periods. Students can adapt their listening and reading
to the type of text and situation, and by examples show differences between narra-
tive, descriptive, reproductive, instructive and argumentative features. Students can
with certainty use the texts of others as a model for their own language produc-
tion.
Students can make well grounded and balanced reflections on how language use,
and use of language affect how people speak and write, and how language can be
used to express relations of power. Students can give examples of learning oppor-
tunities that occur in daily life and the teaching situation, and in detail describe
and use strategies and methods for developing their own learning.

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