Abstract
This study examines how didactic perspectives on multilingualism and related concepts emerge in primary teacher education at three universities in Sweden. A content analysis of the syllabi for the mandatory courses in Swedish, English, and mathematics in the primary teacher education program focusing on grades 4–6 shows that didactic perspectives on multilingualism were most prominent in the Swedish courses. The extent to which these perspectives are present and made explicit also varies between the three universities, with one adopting a significantly stronger positioning. These differences in how didactic perspectives on multilingualism appear in the syllabi highlight a lack of a common policy regarding the role multilingualism should play in Swedish teacher education.
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