Petals of Pedagogy

  Reading Across Three Languages: A Policy-Informed Reflection on Multilingual Literacy and Lgr22 Positionality note This reflection is written from the perspective of a parent, educator, and emerging education researcher engaging with the Swedish national curriculum (Lgr22) as a public policy document. I do not write from the position of a classroom teacher within the Swedish school system. Instead, this post offers a research-informed reflection that connects curriculum principles, multilingual education research, and lived experience. The intention is not to prescribe classroom practice, but to explore how policy discourses around language, equity, and inclusion may be interpreted in multilingual contexts.   Introduction: Multilingualism as a Policy Reality Contemporary classrooms in Sweden, as in many multilingual societies, are shaped by increasing linguistic diversity. Children often develop literacy in Swedish while navigating additional languages that teachers ...