Regulating language for preschool: studying a language support programme for preschool teachers in Sweden

This study examines how a Swedish government directive regarding professional language support for welfare professionals is implemented and recontextualised at departmental and local levels. The government has consequently allocated resources to strengthen language proficiency, identifying preschool staff as a key target group. Using critical discourse analysis, we investigate this government directive through a specific language support programme carried out by two private education facilitators. These facilitators invite preschools across Sweden to participate. The results show that this directive is implemented through discourses that partially undermine its own intentions. For example, the language programme is characterised by ambiguities regarding its objectives, pedagogy and practical implementation, which could reinforce hierarchies among staff groups rather than reduce them. Furthermore, the programme reflects an emphasis on individual responsibility and educational values based more on professional “know-how” than scientific knowledge.