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This study is a contribution to the empirical underpinning of the Common European Framework of Reference for Languages (CEFR), and it aims to identify linguistic correlates to the proficiency levels defined by the CEFR. The study was conducted in a Swedish school setting, focusing on English, French and Italian, and examined the relationship between CEFR levels (A1–C2) assigned by experienced raters to learners’ written texts and three measures of syntactic complexity (based on length of t-unit, subclause ratio, and mean length of clause (cf. Norris & Ortega, 2009)). Data were elicited through two written tasks (a short letter and a narrative) completed by pupils of L2 English (N = 54) in years four, nine and the final year of upper-secondary school, L3 French (N = 38) in year nine and the final year of upper-secondary school, and L4 Italian (N = 28) in the final year of upper-secondary school and first year of university. The results showed that, globally, there were weak to medium-strong correlations between assigned CEFR levels and the three measures of syntactic complexity in English, French and Italian. Furthermore, it was found that syntactic complexity was homogeneous across the three languages at CEFR level A, whereas syntactic complexity was different across languages at CEFR level B, especially in the data for English and French. Consequences for the empirical validity of the CEFR framework and the nature of the three measures of complexity are discussed.

This study deals with the acquisition of Functional Categories in the French Determiner Phrase. The development of determiners and prenominal adjectives in three bilingual Swedish–French children is compared with that of four Swedish second language learners of French. It is argued that acquisition is crucially different in these two cases. The bilingual children initially have restrictions on phrase structure, resulting at one stage in a complementary distribution of determiners and adjectives. These results support a structure building view of L1 acquisition. For L2 acquisition of the same structure, there is no evidence for an initially reduced phrase structure. This finding is explained in terms of a transfer effect. A preliminary comparison with the acquisition of finiteness suggests that, whereas there is some correlation over time in the L1B subjects, no such correlation is found in the L2 learners.

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This study investigates the combined effects of Age of Onset of Acquisition (AOA) and quality and quantity of input on the development of three grammatical structures in French. In a longitudinal and multiple case study including successive (L2) Swedish-French bilingual children (n = 3), simultaneous (2L1) Swedish-French bilingual children (n = 3) and monolingual French children (n = 3), we examine the development of finite verb forms, object pronouns and subject-verb agreement. A distinction is made between structures that are early/late in different modes of acquisition and less/more difficult. The operationalization of quantity and quality of input is based on individual input profiles. The results show that AOA affects the development of less difficult and early grammatical structures whereas AOA has no influence on more difficult structures that are acquired late. An effect of input is found in the 2L1 children, and in some of the L2 children. This effect is most clear with more difficult and late structures.

This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which can be related to educational, socioeconomic and regional aspects of the responding schools. A general conclusion of the survey is that conditions for SFLs currently vary across languages and across the country. One of the main challenges for the future seems to be to maintain a varying offer of languages in a majority of schools.

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This study investigates the effects of Age of Onset of Acquisition (AOA) and the quality and quantity of input on the longitudinal development of gender in the acquisition of French by simultaneous (2L1) and successive bilinguals (cL2). Three aspects of French gender are studied: the abstract GENDER feature, gender assignment and gender concord. The findings show that amount and quality of input correlate significantly with the rate of development of gender assignment. Group-level analyses on gender concord show that there is no significant difference between the L1 and the 2L1 groups and that error patterns are different in the 2L1 and cL2 groups. We conclude that while it is clear from the data that the development of gender assignment is primarily dependent on input conditions the question is more open with respect to gender concord. For concord a combination of AOA, the L1 acquisitional timetable, and input are important factors.