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This article inquires into the uses and production of teaching and learning materials(TLM) among the teachers of the national minority language (NML) of Finnish in Sweden.In educational policies, textbooks are identified as a central factor for equal tuition, butwe know little about the minority language didactics and usage of TLM. The aim of thestudy is to explore how NML teachers use TLM. A representative survey among Finnishteachers, the largest national-minority-language teachers’ group (N = 139) in Sweden,shows that teachers are dependent on textbooks published in the kinstate of Finland,produced for Swedish-speaking Finns and migrants with other linguistic backgroundsthan Finnish or Swedish. Teachers are actively engaged in generating playful TLM bythemselves, and the teaching is characterized by a solo ethos. The article concludes bysuggesting ideas for further research in the minority context of TLM development andsome recommendations for practice.

”Ministern verkar förutsätta att ’distansstudier’ per definition innebär sämre kvalitet.” Det skriver tre medarbetare vid Högskolan Dalarna i en kommentar till Universitetslärarens intervju med Lotta Edholm (L).

The purpose of this article is to examine mother tongue education in Arabic in relation to Arabic diglossia, and to discuss equity and social justice. To study the diglossic situation in Arabic and the space provided by the steering documents for language use and translanguaging in Swedish mother tongue classrooms, we investigate language policy regarding ideology, and practices. In the study, we employ nexus analysis to explore relationships between different policy levels in the context of Arabic mother tongue education within the Swedish education system. Through nexus analysis, we examined aspects of equity and social justice and found traces of both Arabic educational traditions about diglossia and conflicts between monolingual ideologies and translanguaging. The study supports previous research on issues of equity and social justice in mother tongue education and specifically highlights the problem that the curriculum for mother tongue Arabic does not address issues of linguistic variation. The study suggests that, in the case of mother tongue Arabic, a translanguaging pedagogy could provide both teachers and students with space to use their various linguistic resources. Thus, the mother tongue classroom could become equitable and socially just compared to what was observed in the studied case.

Bristen på undervisningsmaterial i modersmålsundervisningen är ett bekymmer för de nationella minoritetsspråken. Kulturellt anpassade läromedel skapar möjligheter till identitetsutveckling och revitalisering av minoritetsspråk och -kulturer, medan avsaknaden av sådant material kan leda till bristande kvalitet i undervisningen.