When young migrants move to a new country, they face the double challenge of learning a new language as well as entering a new educational system. A bridge between their mother tongue and that of their new home has been shown to be a necessary support for academic success and social inclusion. In Sweden, there have been various forms of so-called “multilingual tutoring” that have provided this bridge informally, and since 2015 it was officially adopted as a support structure for recently-migrated students (Avery, 2017). The purpose of the role of a multilingual tutor is to support subject learning by alternating between the students’ mother tongue and Swedish in different ways, a practice that is nowadays often referred to as “translanguaging” (Reath Warren, 2017). Multilingual tutors work in a school setting and collaborate with subject teachers. There are no specific legal limits to the length of time that students can receive study tutoring but local school policies often aim on making students independent after a few years (Rosén et al., 2019; Skolverket, 2020).

The few studies that exist on multilingual tutors underline the key role that they play for recent migrants and have described them as a "language bridge" between the students and learning in the various school subjects (SOU, 2019). Multilingual tutors often lack a pedagogical degree and their working conditions vary across the country. In many cases, multilingual tutors work outside normal school planning (Skolinspektionen, 2017), which allows them to define their own role. However, it can also mean that they work with poorly defined responsibilities, deficient resources and a lack of collaboration opportunities with subject teachers (Avery, 2017; Dávila, 2018; Ganuza & Hedman, 2015; Gareis et al., 2020; Kakos, 2022; Reath Warren, 2016). Research has emphasized the importance of the role, as reiterated by Rosén et al. (2019), who showed that multilingual tutors framed it as a ‘bridge’ for recently-migrated students that made subject courses more accessible. Furthermore, Bunar and Juvonen (2021) and Nilsson and Axelsson (2013) spoke to recently-migrated students, who described multilingual tutoring as an essential part of their education.

These research contributions, as well as national policy, emphasize the critical role of the multilingual tutor role for a group of students with high needs. However, since multilingual tutoring is a relatively new endeavour, there are few studies exploring it and the practices of multilingual tutoring are not yet well understood (SOU, 2019). Therefore, the aim of this study is to explore the practices and competencies that multilingual tutors identify as essential to their role.

The study shows how multilingual tutors implement a variety of translanguaging strategies to support students’ learning in their linguistic and non-linguistic subjects. Moreover, the study identifies the multiplicity of roles multilingual tutors take on, including informal duties such as providing recently-migrated students with emotional and social support. The study also provides some insights on the role that available resources and teacher collaboration has for multilingual tutors’ professional development and fulfilment.

This study is an exploratory case study consisting of 15 semi-structured interviews with multilingual tutors from across Sweden. A thematic analysis approach is used to deepen the understanding of the multilingual tutors’ individual experiences, which we discuss in the context of national trends and previous research. Across these interviews, themes related to practices and competencies are identified, providing insights into in the multilingual tutor role in school. The study is currently at the analysis stage. Therefore, the outcomes presented are not final or exhaustive.

Preliminary findings suggest a number of interesting phenomena. The nature of the multilingual tutor position varied widely across the country, each tutor having a unique schedule, responsibilities and ability to work within the confines of their job description. Multilingual tutors also have an outsized role in their students’ lives, often supporting them beyond their job descriptions. Finally, the multilingual tutors’ own interpretations of the role are discussed through comparisons of the role from practical and idealized perspectives. There are various implications of these findings which will be discussed.

Avery, H. (2017). At the bridging point: Tutoring newly arrived students in Sweden. International Journal of Inclusive Education, 21(4), 404–415. https://doi.org/10.1080/13603116.2016.1197325 Bunar, N., & Juvonen, P. (2021). ‘Not (yet) ready for the mainstream’ – newly arrived migrant students in a separate educational program. Journal of Education Policy, 1–23. https://doi.org/10.1080/02680939.2021.1947527 Dávila, L. T. (2018). The pivotal and peripheral roles of bilingual classroom assistants at a Swedish elementary school. International Journal of Bilingual Education and Bilingualism, 21(8), 956–967. https://doi.org/10.1080/13670050.2016.1224224 Ganuza, N., & Hedman, C. (2015). Struggles for legitimacy in mother tongue instruction in Sweden. Language and Education, 29(2), 125–139. https://doi.org/10.1080/09500782.2014.978871 Gareis, M., Oxley, S., & Reath Warren, A. (2020). Studiehandledning på modersmålet i praktiken. Skolverket. Kakos, M. (2022). A third space for inclusion: Multilingual teaching assistants reporting on the use of their marginal position, translation and translanguaging to construct inclusive environments. International Journal of Inclusive Education, 1–16. https://doi.org/10.1080/13603116.2022.2073060 Nilsson, J., & Axelsson, M. (2013). “Welcome to Sweden ”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes. 1, 28. Reath Warren, A. (2016). Multilingual study guidance in the Swedish compulsory school and the development of multilingual literacies. Nordand: Nordisk Tidsskrift for Andrespråksforskning, 11(2), 115–142. Reath Warren, A. (2017). DEVELOPING MULTILINGUAL LITERACIES IN SWEDEN AND AUSTRALIA [Stockholm University]. https://www.diva-portal.org/smash/record.jsf? dswid=5189&pid=diva2%3A1116085 Rosén, J., Straszer, B., & Wedin, Å. (2019). Studiehandledning på modersmål: Studiehandledares positionering och yrkesroll. Educare - Vetenskapliga skrifter, 3, 1–13. Skolinspectionen, C. V. (2017). Studiehandledning på modersmålet i årskurs 7–9 (p. 29). Skolinspectionen. Skolverket. (2020). Nyanländas rätt till utbildning. Skolverket. https://www.skolverket.se/regler-och-ansvar/ansvar-i-skolfragor/nyanlandas-ratt-tillutbildning SOU (Ed.). (2019). För flerspråkighet, kunskapsutveckling och inkludering: Modersmålundervisning och studiehandledning på modersmål: betänkande. Norstedts Juridik.