This research is a subset of a broader doctoral study examining conditions for education in second language education in Sweden. The first study examines teachers’ beliefs about teaching newly arrived students Swedish in middle school (Kuksa et. al, 2021) and the second study analyzes the content of L2 textbooks for newly arrived middle school students, as textbooks play a crucial role in shaping learning conditions, language development, and integration into Swedish society. This presentation is about the second study and the aim is to examine how the language development and needs of newly arrived middle school students are addressed in L2 textbooks by answering the following questions: a) What are the characteristics of the textbook content and tasks? b) Are certain reader constructs present in the textbooks, and if so, how can these be described? c) Do the textbooks reflect different beliefs about the Swedish as a Second language as a schoolsubject and if so, in what ways?

Previous studies have highlighted that the primary challenge in teaching newly arrived students is to develop a functional language through ability to speak and understand in daily life, while also building their proficiency in academic language (Cummins, 2000). Textbooks can be a useful resource in language education for, but the lack of resources and skills among teachers to provide explicit language instruction can result in an over-reliance on textbooks. However, L2 textbooks do not always align with the findings of successful second language development as identified by L2 research (Tomlinson, 2017) due to a lack of communication between theorists and practitioners and the use of specialized terminology in publications not accessible to teachers and textbook authors. This results in L2 textbooks providing plenty of activities like filling in blank spaces, transforming sentences, and practicing language under strict guidance. Often they do not provide opportunities to use the language in interactive, communicative activities that would encourage students to express their opinions and intentions (ref?).

The study draws on UNESCO's Agenda 2030, which places a strong emphasis on high-quality education for all as a key aspect in achieving a sustainable society. The theoretical point of departure for this study is Vygotsky's theory of the Zone of Proximal Development (ZDP) combined with the idea of the model reader as proposed by Eco (1979), which posits that the meaning of a text is not only determined by the author, but also by the reader and the context in which the text is read. The model reader is a hypothetical reader who is able to understand the text fully without any misinterpretations or ambiguities and is assumed to have all the necessary background knowledge, cultural references, and linguistic skills. According to Eco, every written text requires the author to create a mental image of the intended reader, which the author subsequently addresses through various linguistic strategies. This means that a textbook has certain expectations of its reader and assumes certain experiences, abilities, and prior knowledge of the intended reader. Relating this to Vygotsky's thoughts on ZPD, it could be argued that the ZPD of the intended model reader should be addressed in teaching materials in order to achieve successful L2 development.

A point of departure is also that all teaching materials convey a certain understanding of knowledge, students, and subject, and through the selection of content and the design of tasks, the Swedish language instruction for newly arrived students is conditioned. The concept of school subject perception, (p. x) or paradigm (as described by Malmgren, 1996), is used to explore how the content, intended readers, and task characteristics are represented in these materials.

The study has both qualitative and quantitative elements and focuses on printed textbooks in Swedish or Swedish as a second language that are specifically intended for newly arrived students in grades 4 to 6. The publication years range from 2011 to 2022. Five textbooks mached the criteria mentioned above: Fördel Sva för nyanlända 4-6 textbok/övningsbok (Sahlin & Stensson, 2016a, 2016b), Fördel start 4-6 (Fahlgren et.al. 2022), Entré elevbok A (Svensson 2016), Språkkraft svenska för nyanlända 4-6 (Ojala 2017), Språksart svenska som andraspråk: Svenska som andraspråk för nyanlända (Sandberg 2018). To answer the first research question, the number of texts, words, pages, and tasks in the textbooks was calculated, as well as the distribution of different topics and types of tasks. The number of words was calculated for running text and the number of gaps or lines that students are expected to fill in the tasks. Gaps refer to tasks that only require students to write one word or phrase in a pre-printed sentence or text, while lines refer to tasks that require students to formulate complete sentences or write a short text. The study does not include any analysis of the images in the textbooks. The second research question is answered through a qualitative thematic analysis, using the concept of the model reader as proposed by Eco (1979). The analysis focuses on determining the prior knowledge and abilities required to understand the text or complete the task. The third research question is answered by applying Malmgren's (1996) concept of subject perception. Qualitative thematic analysis is conducted by considering the interpretation of content (texts), the nature of the tasks, the intended students (model readers), and teaching within the students' Zone of Proximal Development (ZPD). This approach allows for an examination of how the texts and tasks provided in L2 textbooks condition the instruction of Swedish as a second language for newly arrived students in middle school.

The results revealed a large variation in the content offered to students and in how the authors of the textbooks chose to structure it. The main focus was on the development of vocabulary and/or reading and writing of non-fiction texts. The textbooks placed a greater emphasis on reading and writing tasks and less on oral communicative skills or the reading of fiction, although it is a crucial aspect of the Swedish curriculum and helps students to develop critical thinking skills and an understanding of self-identity and existential questions in a wider sense. The selection of topics and extent of grammatical exercises in the textbooks varied and seemed to be arbitrary. The texts and exercises often assumed varying levels of prior language skills in L2, ranging from everyday language skills to more advanced academic skills, as well as advanced reading and writing abilities in a language other than Swedish. This may make the material challenging for newly arrived students to access and understand, and challenge the students in the Zone of Proximal Development (ZPD). The main categories of model readers identified were competent native speakers with proficient reading and writing skills in L1 who require genre-specific knowledge and basic vocabulary in Swedish, competent native speakers with developed proficient reading and writing skills in both L1 and Swedish who need genre-specific knowledge, competent native speakers with proficient reading and writing skills in L1 who require basic vocabulary in Swedish. These categories will be discussed further in the presentation together with the foundings that Swedish as a second language is often perceived as a supportive subject for other school subjects, with limited content, which aligns with previous research that has identified the subject as being primarily used to support Swedish language teaching rather than as an independent subject with its own distinct curriculum.

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