A language socialisation perspective on Swedish immersion in Finland

Abstract This retrospective review applies a language socialisation perspective in examining the findings of four-year research project on Swedish immersion Finland. Findings from nine sub-studies within are reported with point-of-view three key actors’ (teachers, students, and parents) processes. Results show that special feature teacher is its continuous attention toward additive multilingual nature education, which requires sustained to use development. Students socialised into multiple languages school act as agents also outside school. They bring their homes influence family use. Immersion may thus have considerable how majority speakers self-identify users. Altogether, demonstrate benefits education extend well beyond learning success students.