Published
October 1, 2004
Copyright Notice
Open Access and Copyright Policy
Historical Studies in Education/Revue d’histoire de l’éducation (HSE/RHÉ) provides immediate open access to its content according to the Budapest Open Access Initiative. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of our articles. All journal content is freely available without charge to the user or his/her institution. Authors are not charged article processing fees for publication. Immediate open access to content is provided on the principle that making research freely available to the public supports a greater global exchange of knowledge. Users may not modify HSE-RHÉ publications, nor use them for commercial purposes without asking prior permission from the publisher and the author.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant HSE-RHÉ the right of first publication.
b. Authors who wish to enter into subsequent, separate, commercial or non-commercial, contractual arrangements for the non-exclusive distribution of the journal’s published version of their work (e.g., post it to an institutional repository or publish it in a book), must request permission from the journal. Subsequent publications must include an acknowledgement of its initial publication in HSE-RHÉ.
c. Authors who wish to revise, transform, or build upon their HSE-RHÉ publications must request permission from the journal to publish the revised material. The resulting publication must include an acknowledgement of its initial form and publication in HSE-RHÉ.
Abstract
This paper analyses the various issues that influenced the foreign languages
policy in the Swedish school system during the 19th and 20th centuries. In fact,
language teaching has always occupied a dominant place in the Swedish school
system, which remained elitist until the introduction of common compulsory
basic schooling in 1962. Language teaching developed not only with different
school system reforms in response to social transformations, but also with a
succession of foreign influences. The first part of this article examines the
development of the Swedish school system. Then, the status and organization of
language teaching as a whole are analyzed, before examining the three foreign
languages taught : German, French, and English. In conclusion, the article
describes the current state of language teaching in Sweden.
