Enactment processes in the implementation of European and national foreign language proficiency policies

Abstract

This article presents an analysis of the implementation of EU policies for foreign language proficiency, focusing on Spanish as an optional school subject at the Swedish school system. It analyses frame factors that constrain such implementation and enactment processes in local interpretation of policy. European and national education policy documents, national statistics and interviews with teachers and stakeholders are analysed. Spanish is popular among pupils, but nonetheless pupil achievement is poor and dropout rates are high. The lack of qualified teachers of Spanish accounts for a large proportion of this, and teacher education seems to be a decisive curricular factor for a successful implementation of EU policies. In-service training strategies for teachers of Spanish are a low priority among local educational authorities. There is a mismatch between state responsibility for teacher education on one side and local needs of teacher supply and responsibility for in-service training on the other.