Teacher beliefs about grammar teaching and learning in adult education: The case of Swedish as a second language

Abstract This study explores L2 teacher cognition regarding grammar teaching within an educational program for adult beginners in Swedish, Municipal Adult Education in Swedish for Immigrants (SFI). While teacher cognition has received considerable attention in ESL/EFL research, its role in grammar instruction within Nordic L2 contexts — particularly in Swedish — remains largely underexplored. Drawing on survey responses from 121 qualified and experienced SFI teachers, this article explores their beliefs about grammar teaching, based on data from a 16-item questionnaire using Likert-like response options. Teachers view grammatical knowledge as valuable support for language use, yet they question the relevance of terminology and its role in developing fluency. Most respondents favor communicative, integrated approaches — such as inductive methods and contextualized practice — while also acknowledging the benefits of explicit teaching, even for learners with limited formal education. Teachers thus demonstrate a professional understanding of grammar teaching that aligns with established research and appears well adapted to their learners’ needs. This study contributes to the under-researched field of grammar teaching in adult L2 education, emphasizing the critical role of professionally qualified teachers and the importance of investing in teacher education to improve learning outcomes — particularly within the SFI program, which has received consistent criticism for serious shortcomings.