Swedish as a Second Language Teachers’ Perceptions and Experiences with CALL for the Newly Arrived

Oct 15, 2026

Digital technology use in Swedish as a second language (SSL) instruction has expanded in recent years as migration increases newly arrived students in Sweden. This article reports findings from a thematic analysis of interviews with six SSL teachers about using computer-assisted language learning (CALL) tools for newly arrived learners. Results show teachers view digital tools as enabling engagement, literacy development, and communication, while also highlighting instructional challenges. The study notes the lack of a clear research-based CALL framework in SSL teacher education, requiring teachers to identify effective uses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Introduction

Background: The Need for CALL in Sweden

The New Migration and Impact of Digitalization

Swedish as a Second Language and Newly Arrived Students

calico journal (online) issn 2056–9017 Article Swedish as a Second Language Teachers’Perceptions and Experiences with CALL for the Newly Arrived Anna Hell 1 and Shannon Sauro2 Abstract The use of digital technology in the subject of Swedish as a second language (SSL) has increased in recent years. Schools in Sweden have received many newly arrived students due to the migration situation prevailing in contemporary European society. This article shares the findings of a study carried out on six SSL teachers’ perceptions and experiences of using digital technology for SSL with newly arrived students. Participants’ responses to interview questions were analyzed using thematic analysis. The findings indicated the following: participants negotiated the digital tools as an entry ticket for the newly arrived students to become engaged with the teaching, to support literacy development, and to aid communication. The findings also underscore the challenges that respondents struggled with in teaching using digital technology. Results suggest that although digital technology is a regular part of Swedish education, thereis no clear research-based framework for computer-assisted language learning (CALL) in SSL education or teacher education that teachers can rely on, meaning that it is up to teachers themselves to uncover relevant uses of digital technology to support SSL teaching. Keywords:CALL; education; newly arrived students; second language acquisition; Swedish as a second language Affiliations 1 Department of Culture, Languages and Media, Malmö University, Sweden. [email: anna.hell@mau.se](email: anna.hell@mau.se) 2 University of Maryland, Baltimore County, USA. email: [ssauro@umbc.edu](ssauro@umbc.edu) calico journal vol 38.2 2021 202–221 [https://doi.org/10.1558/cj.41169](https://doi.org/10.1558/cj.41169) © 2021, equinox publishing Anna Hell and Shannon Sauro 203 Introduction The general purpose of this study is to examine Swedish as a second language (SSL) teachers’ perceptions of and experiences with digital technologies in SSL instruction for newly arrived students. Digitalization has had a great impact on society, and Swedish schools are currently among the most connected within the Organization for Economic Co-operation and Development (OECD) countries: both the number of computers and the amount of screen time exceed the OECD average (OECD, 2015). As has been argued, the increased influence of globalization and digitalization in contemporary society leads to more linguistic diversity in our schools (e.g., Androutsopoulos & Juffermans, 2014; Blommaert & Rampton, 2011; Jacquemet, 2005). Accordingly, recent migration to Sweden has led to an increase in and growing importance of SSL instruction, particularly in light of the recent influx of newly arrived immigrants, who bring with them diverse linguistic and educational backgrounds. Despite the increased number of multilingual students in the Swedish education system and the correspondingly high investments made in digital technology, our understanding of teachers’ use and perceptions of digital technology in SSL teaching remains limited. Adding to our understanding of the use of computer-assisted language learning (CALL) by practicing SSL teachers can further inform SSL teacher training, in order to better prepare future teachers to effectively incorporate technology in supporting Swedish language learning among diverse learner populations. Background: The Need for CALL in Sweden The New Migration and Impact of Digitalization The increased impact of digitalization has made digital artifacts in teaching commonplace in Swedish schools and compulsory in teaching according to the curriculum (Swedish National Agency for Education, 2018). A key reason for the Swedish government’s focus on digitalization is the goal of achieving equality in schools, and of ensuring that all students, in particular students with a history of migration, receive the

FAQs

What is the study’s main purpose regarding CALL and newly arrived students?

The study examines SSL teachers’ perceptions and experiences with digital technologies and CALL in teaching newly arrived students.

How were teachers’ responses analyzed in the research?

Interview responses from six SSL teachers were analyzed using thematic analysis.

What benefits and challenges do teachers associate with using digital technology in SSL instruction?

Teachers negotiated digital tools to support engagement, literacy development, and communication, while also struggling with challenges when teaching with digital technology.

Oct 15, 2026

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