CONSTRUCTING IMMIGRANTS’ LINGUISTIC EXPERIENCES THROUGH LANGUAGE EDUCATION PRACTICES A Comparative Study of Japan and Sweden

Abstract

This study compares national language education and heritage language education for immigrants in Japan and Sweden, examining how language ideologies and policies are reflected in educational practices and how they shape immigrants’ linguistic experiences. The study combines literature reviews, analysis on institutional websites and syllabus, and teacher interviews. The findings show that Japanese language education is closely tied to immigration control and selective inclusion, privileging immigrants with greater educational and economic capital. Heritage language education in Japan relies heavily on community and parental resources, creating unequal access. In Sweden, both Swedish language education and heritage language education are institutionally established, reflecting multilingual ideals. However, recent developments emphasize labor-market integration and reveal practical issues such as uneven educational quality and the marginalization of heritage language education. The study argues that immigrants’ linguistic experiences are constructed through unequal access to language education and the differing social values assigned to host-society and heritage languages.