Yrkesanpassade svenskkurser för nyanlända vuxna kombinerar ofta språkundervisning med praktik, utifrånantagandet att vistelse på en arbetsplats främjar utvecklingen av ett yrkesspråk. Forskning visar dock att praktiksällan rymmer explicit språkträning. Dessutom befaras särskilda kurser i yrkessvenska ge nischade språkkunskaperpå bekostnad av en bredare allmän språkfärdighet. Denna studie undersöker möjligheter till explicit språkträningi två kurser: en för vårdpersonal och en för elever som utbildar sig i grönyteskötsel. Analysen bygger påspråkrelaterade episoder (LRE) (Swain, 1998), det vill säga tillfällen när språkliga problem uppmärksammas iinteraktionen. Materialet består av inspelningar från fyra undervisningsdagar per kurs. LRE analyserades utifråninitiativtagare, reaktivt eller föregripande syfte samt språkligt fokus (lexikalt, grammatiskt eller annat). Resultatenvisar att LRE oftast initieras av lärare och främst rör yrkesspecifika ords betydelser, medan uttal, grammatik ochskriftbruk sällan behandlas. Elevernas interaktionella utrymme är därtill begränsat, men större vid gruppuppgifteroch praktiska moment. Praktiken innehåller mycket få LRE, vilket indikerar att den inte automatiskt möjliggörexplicit språkträning. Slutsatsen är att kurserna visserligen rymmer en språklig lärandepotential, men att dennaskulle kunna stärkas genom mer systematisk och explicit språkundervisning.

Vocational Swedish courses for newcomers often combine classroom instruction with internships, based on theassumption that workplace exposure promotes professional language development. However, research indicatesthat internships rarely provide explicit language training, raising concerns that such courses may result in limitedlinguistic competence. This study explores opportunities for explicit language learning in two vocational courses—one in healthcare and one in outdoor maintenance—through an analysis of language-related episodes (LREs)(Swain, 1998), defined as instances where linguistic issues are addressed during interaction. Data were collectedfrom recordings of four instructional days per course. LREs were examined regarding initiator, reactive or preemptivenature, and linguistic focus (lexical, grammatical, or other). Findings show that LREs were predominantlyteacher-initiated and focused on professional vocabulary, while aspects such as pronunciation, grammar, andwriting were rarely addressed. Interactional opportunities for learners were limited, though more frequent duringpractical exercises and group tasks. Internship contained very few LREs, suggesting it does not automatically offerexplicit language learning. The study concludes that while vocational Swedish courses offer potential for languagedevelopment, this potential could be strengthened through more systematic and explicit language instruction.

This study investigates linguistic challenges and opportunities for doctors with a foreign degree during a “language placement” at a Swedish hospital. Through observations and recordings from two key practices, the team meeting and the ward round, it analyzes what linguistic or communicative practices the student participates in, as well as how linguistic participation is affected by institutional roles.

The study is theoretically based on the concept of community of practice and legitimate, peripheral participant (LPP; Wenger, 1998), and the concept of institutional role (Halvorsen & Sarangi 2007), which enables an analysis of the student’s position in the team compared to full participation as a professional physician.

Empirical results show how the linguistic requirements of professional participation are made visible in the two key practices, both containing continuously conversation, in ways organized institutionally.

Additionally, results show that even though the placement contains large parts of conversation, the student does not engage in the interaction to any great extent (of the 480 min of the recordings, she speaks 9 minutes 55 sec., distributed over 3 occasions). She participates both in a student role and as a professional colleague, and mainly on the chief physician's initiative.

Through the perspective of legitimate peripheral participation and community of practice, the amount of verbal participation as expected institutionally: even though she is a trained doctor, without a Swedish license, she does not have access to making decisions or ordinate treatment, and shes does not have a leading role communicatively..

The study contributes to a deeper understanding of how practice structures and linguistic environments can promote or limit language development, and provides insights into how professional language training can be adapted to better support these individuals in their pursuit of a professional role in Swedish health care.

This article presents a qualitative, empirical study of two educational programmes for immigrants that integrate languageinstruction and vocational training. In the context of migration, social inclusion is often conceptualised as access to socialcapital. Proficiency in the national language is considered key for employment and fast integration into working life hasbecome a primary goal in Swedish migration policies. This article examines the two programmes from the perspectiveof inclusion into an (imagined) future professional community of practice (CoP), focusing specifically on the participants’possibilities to invest in a professional linguistic repertoire. The article is dedicated to empirical analyses and positive factors,recognising the need for research. Data consists of interviews with students and teachers, observations, and videorecordings of course activities. Organisational aspects of the courses, such as the teachers’ backgrounds and the courses’proximity to future CoPs, as well as relational aspects of the learning environments, are considered essential for the participants’inclusion in a future professional CoP. Analyses of the programmes’ content demonstrate that participants areassumed to lack context‐specific, vocational knowledge, including professionally related vocabulary. The article contributesto knowledge on how inclusion can be managed in practice in educational settings for adult immigrants and promotesan understanding of how vocationally adapted courses can assist immigrants in becoming members of a future professionalCoP.

This chapter addresses vocationally adjusted language courses in Swedish for adult immigrants. We focus on individualisation, which is stipulated in the curriculum and other syllabus documents, and argue that individually adapted feedback could be considered a tool (out of several potential tools) for “doing” individualisation in a pedagogical practice. We discuss different understandings of individualisation in policy documents and research literature, and define individualisation as an educational practice in teaching, carried through in dialogue. In an empirical study, we apply the definition by analysing feedback sequences in video recordings from two vocational courses (designed for outdoor maintenance workers and medical doctors, respectively) using the linguistic method of interaction analysis. We demonstrate (1) how individualisation in terms of feedback is managed in interaction involving teacher and students, and (2) the vocational and linguistic skills that materialise as important for the individual students in these feedback sequences. Our results demonstrate that feedback is a functional educational tool for individualisation, providing learning opportunities for both language acquisition and professional knowledge. However, this requires authentic assignments that are designed to promote opportunities for more developed dialogues. Another conclusion is that a professional experienced teacher who can provide feedback on both professional skills and language use is particularly important.