Aims of the  specifications
The purpose of this publication is to encourage interest in the teaching and learning of Swedish as a foreign language and to contribute to an ongoing discussion of learning and teaching objectives in this area. By making learning aims and objectives clear and easily attainable, we believe that we can help to systematise the learning of Swedish and thus contribute towards more successful learning. One of the chief problems related to the learning of a less widely used and taught language like Swedish  is the lack of an overall plan of progression, leading from beginners' level to complete mastery of the language. It is our hope that this present publication will help to provide meaningful learning steps for teachers and learners alike, thus helping teaching organisations to establish a more stable programme for language classes, enabling the pyramid of courses to reach higher levels than is possible at present.

We have chosen as our point of departure the descriptors of levels of language competence provided in the Common European Framework for language learning and teaching of the Council of Europe*. The publication of the "Framework" is designed to provide a common yardstick and instruments for standardisation of language learning and teaching in Europe. It is a reference tool contAaining, amongst other things,  categories for describing objectives for language skills together with six calibrated levels of language proficiency (A1, A2,B1,B2,C1 and C2).

In this first publication we have provided specifications for levels A2 and B1, based upon our research, which has indicated that these are the levels most commonly requested in Swedish courses throughout Europe.

We also hope that these specifications will encourage colleagues concerned with the teaching and learning of other less widely used and taught languages in Europe to produce similar publications, contributing to more systematic approaches to the learning of all the languages of the European Union, and thus preserving and spreading the rich heritage of cultures which are embodied in the individual languages.

The sections of this publication
We have divided the publication into ten main sections: the Role of Swedish in the World, Scenarios, Spoken Swedish and Patterns of Communication, Cultural Competence, Strategies, Functions / Speech Intentions, Topics, Notions, Grammar, and Vocabulary.  In addition, there is an overview of the test formats chosen for those wishing to obtain certification of their competence in Swedish, together with the rationale for the choice of test formats and their relevance in relation to these learning and teaching specifications. A separate publication, containing mock examination papers, provides complete details of the examinations offered at both levels with samples of typical tasks in the respective sub tests.

In writing the chapters, we have tried to keep a broad target audience in mind. We wish to address not only the trained teacher of Swedish as a foreign language, but also the many  native speakers of Swedish teaching Swedish as a foreign language outside Sweden who have no formal training as language teachers. We have, therefore, attempted to present the material in a straightforward fashion, avoiding specialist terminologyA, wherever possible.

The following list gives a short description of the various sections of the publication.

Scenarios:  Scenarios represent the source of the language material we have used to set up the specifications. They set the whole scene for linguistic transactions/ exchanges which are necessary for people wishing to communicate at the levels of competence described at levels A2 and B1. They take into consideration all aspects of communication which are important in (chiefly) spoken language: the setting, the people involved, the level of formality/informality, the relationship of speakers to one another, the overall purpose of the communicative encounter, etc.

Spoken Swedish and patterns of communication: in the past, most language teaching materials were based upon written language, as this was the only source of language material which could be analysed. Thanks to the possibilities offered by modern recording media, we are now able to analyse and classify the spoken language of everyday encounters. The sections devoted to this aspect of language show how closely communicative patterns are intertwined with cultural values and behaviour and some specific aspects of Swedish communication patterns highlighted.

Cultural competence: In order to be able to understand why speakers of a specific language behave in a certain way, it is essential to know something about the culture which informs their behaviour. Each language community has its own set of cultural values and rules, but it is difficult to attempt to classify "cultural behaviour" in any given language community without running the risk of caricature or over-simplification. However, we believe that it is important to understand the customs and beliefs which inform social exchange between native speakers, and which are usually based upon centuries of building national identity. Here, we asked an outsider who has been living in Sweden for a number of years to give a cAameo sketch of her perceptions of "things Swedish", which she has noted in more detail in a book called "The Swedish Code"**. The result is perhaps a simplified account, but will undoubtedly be interpreted correctly by teachers of Swedish, who may use it as a source of inspiration for their own observations based upon their knowledge of "Swedish culture" and the culture of the country in which they are teaching.

Strategies: Whenever we use language in a communicative context, we usually wish to achieve something, to get something done or someone to help us. The language we use will depend upon the person we are speaking to. In some cases, we will wish to use specific devices are in order to achieve our aims. We will use persuasive devices, cajoling, promises, etc. This section outlines the most important strategies to be mastered at the defined levels of competence.

Functions / speech intentions: In order to apply our language strategies, we need to be able to express our intentions with specific words or phrases. We need words for promising, for contradicting, for interrupting politely, etc. This section lists the language required to express these speech intentions.

Topics: In this section, we have drawn up a list of the most common topics most learners wish to talk about in everyday exchanges with native speakers of Swedish. They include such items as health, family, work, current affairs, etc.

Notions: General notions like time, space, measurements, etc. are to be found here.

Grammar: Two kinds of grammar are presented in these specifications: a structural grammar, showing how the language works as a system (morphology and syntax), and a notional/functional grammar, which illustrates how the language is used in communicative situations. A section of the structural grammar shows how compound words and expressions are formed in Swedish and it is supplemented by a word group lAist containing entries like the seasons, days of the week, months etc.

Vocabulary: In order to minimise the amount of effort required to master most everyday situations, the vocabulary required for the most common exchanges has been drawn  from the lists described above and compared with a frequency list of spoken Swedish drawn up by the Department of Applied Linguistics at the University of Gothenburg. It is presented in an alphabetical list with an appropriate context, if required.

In offering these specifications to those concerned with the teaching of Swedish, we hope to have made a contribution to the further professionalisation of language courses in this area. We hope that it is clear that these specifications are not meant as teaching materials, nor should they  be used as such. However, they can provide a firm basis for the construction of teaching materials designed to inspire learners to take up or continue the learning of Swedish.

* "Modern Languages: Learning, Teaching, Assessment. A Common European Framework of Reference", Council of Europe, Strasbourg.

** "Den svenska koden", U. Bruno, Marie Bengts, Silvia Nilson-Puccio.
KnowWare Publications 2001.