In recent years, Sweden has embraced the idea of internationalization in education, expanding the number of upper secondary schools that teach subjects in English beyond traditional language classes. But a critical report from the Swedish School Inspectorate reveals a troubling gap between ambition and reality: while the number of English-medium programs has surged, the quality of instruction often falls short.
Once a rare exception, schools offering non-language subjects in English have grown dramatically—from just 16 in 2011 to 145 today. The goal was clear: prepare students for a globalized world by immersing them in English. However, an in-depth review of 30 such schools found that only three consistently delivered high-quality education in English.
The findings paint a picture of classrooms where English is used more as a backdrop than a tool for learning. Students often sit in silence, with only a handful participating in brief, minimal responses to teacher questions. Sustained discussions or debates in English are rare. Instead of fostering active language use, many classrooms operate under the assumption that simply hearing lectures in English will naturally improve students’ language skills—a belief the Inspectorate calls unreflective and ineffective.
Another major issue lies in the disconnect between policy and practice. While schools are allowed to hire teachers with foreign teaching qualifications—many of whom may not speak fluent Swedish—students are frequently permitted to respond, speak, and even take exams in Swedish. This creates a paradox: teachers who don’t speak Swedish are left struggling to assess work they can’t fully understand, sometimes requiring Swedish-speaking colleagues to step in and grade tests.
The Inspectorate stresses that effective bilingual education requires a clear strategy—balancing subject knowledge with language development. Yet most schools lack such a plan. There’s little evidence of structured support to help students grow in both their academic understanding and English proficiency simultaneously.
Perhaps most striking is the irony highlighted in the report: schools consistently emphasize the importance of mastering English for global success, yet inside classrooms, English is rarely spoken or practiced meaningfully.
“It is therefore surprising,” the report concludes, “that so little is spoken and discussed in English in the classrooms.”
As Sweden continues to expand its English-medium programs, the message from the Inspectorate is urgent: without thoughtful planning, trained educators, and active student engagement, using English as a language of instruction risks becoming a symbolic gesture rather than a genuine educational advantage.