Something Swedish


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Studying Swedish in Sweden – Comparing EVERYTHING about SFI, SAS Grund and SAS Gymnasiet

SFI vs. SAS Grund vs.  SAS Gymnasiet

This comparison chart is based off of my personal experiences studying in Halmstad 2012 – 2014 and researching information online. Things might vary by town or teacher but most things are regulated by skolverket. If anything has been updated or changed, or if you have anything to add or ask, let me know!

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Today is two years since starting Something Swedish, and in two months it will mark two years since I started going to school to learn Swedish.  Since then, I’ve tried to keep my progress in school up to date, without overloading the blog. Catch up here:

Applied to SFI Feb 7, 2012
Started SFI  March 27, 2012
First SFI National test  Sept 20, 2012
(Finished SFI Dec 15, 2012)
Started ground level SAS/Comparing SFI and SAS  Jan 16, 2013
Finished SAS (18 weeks early) June 27, 2013

Being back in High School:

I somehow failed to mention that I started taking high school (gymnasiet)  level Swedish in August. So, here’s an update and an in depth comparison post that I hope helps people just starting out!

Three weeks ago the first level (1/3) of SAS gymnasiet ended. I had mixed emotions about the class, and put in a mixed amount of effort. This was partly because of being tired of studying, being bored with the difficulty level, being busy working, and focusing on a more difficult class (civics/political science) I was taking at the same time. I got an overall grade of B in the class, as well as on the national exam (oral presentation = A, reading comprehension =A, essay = C)

I was excited to start SAS1 because I read that it would be challenging and center around literature, which I love. Finally I would be learning Swedish on a level where other Swedes study! I was a bit disappointed to find out that this first class is a mix between a repetition of SAS Grund and preparation for SAS2. I understand it’s purpose, but I was bored – and unlike all of the other classes I’ve taken, you don’t have the option to go through the material quicker: 20 weeks means 20 weeks. If I had known that, I would have taken a test to be places in SAS2. Thankfully I had a teacher I like and find easy to learn from and understand (and have had before) and was in a class with some people I knew from SAS. Even if it was a bit slower than I would have liked, it fit my schedule perfectly and still challenged me from time to time.

I’ll be updating the chart and writing more in depth about the national exam once I complete the whole course and have more insight – which feels like forever away.

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Lessons Learned

If you’re wondering where I’ve been these last  two months, the answer is: LIVING LIFE! As terrible as I feel about not updating the blog, it feels great to be too busy to post!  When you first move to a new country you have so much free time because you have nothing to do: no job, no social life, no schedule. Now though, especially this past month, life has been filled with studying for tests, working here and there, fikas, writing papers, socializing, and everything in between.

In the spirit of enjoying working and studying a little bit more, I thought I would share some recent learning experiences since I’ve been away.

Lesson #1: “Det finns ingen dåligt väder, bara dåligt kläder.”

One of my part time/substitute jobs is at a daycare/preschool (2-6 year olds) a few times a month.  Working at a “dagis” in Sweden has opened up my eyes to many cultural differences about how we raise our children. A few weeks ago, one of these differences taught me a lesson that I will not soon forget.

Something we do with the kids everyday is go outside for an hour to a nearby clearing in the forest where the kids run around, play, and climb trees. It took me a while to adjust to this, but now it seems natural. What I didn’t think about is that we do this EVERYDAY, no matter the weather. Growing up, if the temperature is too cold or if it rains, or snows, or even looks like it might, we stayed indoors. A few weeks ago on a particularly cold, rainy, and windy winter day I went to work completely unprepared for this difference. While the kids were putting on their rain pants, rain boots, rain jackets, and rain hats, I realized that my jeans, sneakers, hat and jacket aren’t going to cut it here in Sweden.

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Another, sunnier, day outside with the kids.

For the next hour, I stood in the freezing rain – soaked – watching the kids splash in puddles and play in the mud and all I could think about was a well known Swedish saying to live by: “There is no bad weather, only bad clothing

Lesson #2: You never know when, where, or how an opportunity can happen.

Moving to a new country often times means starting over. It also means a fresh slate. There are opportunities everywhere that you maybe wouldn’t have ever considered before because they aren’t in your interest or field. Moving can be a chance to expand.

Last month an opportunity was given to me that I never would have thought of pursuing on my own, offered by someone who I wouldn’t have suspected. One day I received an email from a classmate who, at the time, I’ve only spoken to once, who recommended me to a friend who was looking for an American voice for commercials. Sometimes opportunities are just that random and out of thin air.  I’ve recorded twice so far and it has been a lot of fun. It’s uplifting to know that new experiences are out there and that people try to help, even if they barely know you.

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Recording

Lesson #3: Volunteering is networking

Last week I went to a middle school to give some presentations to students aged 12-16 about my transition to Sweden, the differences between the two countries (size, population, animals, holidays, sports, food) and all about NYC. When my husband saw how many hours and how much work I put into my slideshow and found out that I committed to presenting for 5 hours without getting paid, he seemed concerned. Yes, it was a lot of work and I was exhausted afterwards, but I got to do something I love: teach. Best of all, I got to meet five wonderful classes of interested and curious students that were full of questions. I got to see how it is to teach this grade (I’m try to decide between pursuing middle school or high school) and got more of a feel for the school environment in Sweden. I met a lot of teachers and got a tour of the school. As a result of investing my own time into doing something for “free,” I’m now on the list of substitute teachers for that school. You have to put yourself out there to get something in return. Just the experience was rewarding enough, but you never know.

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Presenting

Lesson #4: Part time is okay

I can’t wait to get a steady full time job, but until then, I’m happy with what I have. It’s not easy getting started, and beggars can’t be choosers. Even if I only work once a week plus when someone is sick or on vacation, it is still experience and something to do. It’s still a way to stay in the loop and have a foot in the door. Nothing is too part time or too small when you relocate. For eight years I had the same job in NYC and this year alone I have: Tutored teenagers, prepped and served burritos, taught adult education classes, changed diapers, edited English research papers, done voice acting, helped kids with arts and crafts, spelling, puzzles and reading. I edit from home, tutor at the library, ride my bike 6 km/4 miles to get to the daycare/preschool,  walk to the office, and take the train to the next town over to teach – and sometimes a combination of those in one day. Even if it sounds chaotic and hectic – it’s better than last year when I had absolutely nothing to do. Part time jobs are a good start, especially if you are studying.

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Teaching

Read more about working in Sweden here.

Lesson #5: Don’t underestimate

Just because you have an education that doesn’t mean that starting school over again won’t be difficult. By the time I started my Swedish high school level adult education classes I was over the whole “back to school” thing and wanted no part of it. It felt repetitive, tedious and unnecessary to be back in school when I’ve gone to school my entire life. I just want to learn the language! Why do I have to do research and read books and hold speeches if I already know how to do these things? Because I don’t know how to do them in my new language. Little by little I’m learning to not underestimate how important these exercises are in order to improve my Swedish. Of course, I already understood this, but it’s about having the right attitude. Even if I feel like the assignments themselves are easy and below my level, it’s still good practice. Even if I am tired of studying and just want to start working, being in these classes are my best shot at getting a job. I complained of boredom when I first started my current classes, but in the end I had tons of challenging work to do. The level didn’t change, but I pushed myself harder – to read more difficult books and do deeper research to learn new words. It’s frustrating being back in school, especially high school, but it’s worth it.

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Learning

That was a little taste of what has been keeping me away from updating, more details to come!


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Teaching English in Sweden

2013-04-03 08.31.44This month I was hired by Folkuniversitetet to teach an English class. Folkuniveritetet (The Peoples University) is an adult education foundation with over 100 locations all throughout Sweden. They offer tons of classes ranging from psychology to photography, but are probably best known for their language courses. The classes aren’t free like most education in Sweden, but they are more convenient. It’s specifically a great place to learn Swedish if you don’t have a personnummer and aren’t qualified to go to SFI.

I applied to Folkuniversitetet a few months ago, and while they were interested in having me onboard, my classes didn’t get any student sign ups. This time around they had a class with no teacher and called me. I was offered two other classes, but neither worked out for other reasons, but its nice to have my foot in the door and be requested.

My class is a 90 minute conversational English class three times a week and it has been a blast! I love helping people improve their English and seeing my students build confidence. It’s fun creating lesson plans and coming up with fun and interactive ways to use the English language. It’s very different teaching adults, but I am enjoying it just as much as teaching kids.

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I’ve decided to take my TESOLS certificate class this year and continue my education towards a pedagogy degree in January, which means a lot more Swedish studies this year so that I am on a High School level. Right now, it feels great to be teaching and putting my English degree to use. Hopefully I will get more classes, or even a job at a school eventually.

Another part of me is torn. It feels a bit like cheating to be working in English instead of Swedish. I want to use my Swedish skills and continue to improve them. Right now I appreciate the balance between teaching English, having a language internship at a restaurant, and substituting at a preschool all in Swedish.

All this temp work is coming to an end soon though, so we will see where life takes me! All I can say is moving to a new country means starting over again, being sent back to a 5th grade learning level, working hard to prove yourself, being busy studying your way up to an understandable level, trying new things, never turning down an opportunity, not being over qualified for anything, needing to make a lot of connections, enjoying new experiences, and going with the flow. Oh, and holding your thumbs. (Swedish way of saying crossing your fingers)


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S.F.I _ v s _ S.A.S

I started my next step towards Swedish fluency this week – Svenska som Andra Språk, S.A.S. (Swedish as a Second Language)

All throughout my S.F.I (Svenska for Invandare/ Swedish for Immigrants) classes I’ve heard about this awesome next level of learning and how much better and more helpful it is.

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The difference between the two schools is bigger than I expected, but I wouldn’t say one is better than the other – just different approaches for different levels.

S.A.S is sort of an extension of S.F.I,  only because you must finish S.F.I first and your ability in S.F.I determines your level in S.A.S.  Confused yet?

I knew SAS would be more formal and different from SFI as soon as we had to sign rules and a study contract during the orientation:

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SFI ranges from levels A – D, and SAS has levels E – H.

SFI covers the basics of the language so that you can function at an Elementary level, while SAS is considered Middle School level.

At orientation most people (about 25) went to the “E” level and a few of us (5) skipped ahead to “F” or “G” because of recommendations from our SFI teachers – I started in “F” – which means I am skipping 10 weeks of SAS!  The “normal” pace means that class takes 10 weeks, but you can take your time or work faster, since you have the whole schedule of assignments. If you work at the “average” pace, SAS takes a total of 40 weeks, I should be done in 30, but I’m aiming for sooner!

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The biggest difference in SAS is the amount of structure – every level focuses on specific chapters of the same book, has a weekly and daily plan, with pages of assignments and  goals.

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This type of structure is not found in SFI because so many people are at so many different levels and learn at such different speeds. Until you get the basics of the language, it’s hard to work on your own, which is 90% of SAS.

My schedule went from having 4 hour long classes to 2 hour classes, which consist of a lot of “egen arbete tid” – “own work time.” It’s easy to stay on track and know what you are supposed to be doing by following the study plan, where as in SFI it was common to switch between topics, assignments, and difficulty levels from day to day in an effort to include everyone and give a wide base knowledge of the language.

SAS is more specific and more like an actual class. Instead of talking about vocabulary and spending 10 minutes explaining one word for one or two students, we read on our own and discuss “why?” and “what do you think?” together.

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We are responsible for making our own study time plan, keeping track of books we read, listing words and definitions, using given verbs in sentences, and other things that are updated daily, along side with the homework assignments. It’s my second day of SAS and I’ve already finished 4 assignments and 7 out of the 59 check points there are required to complete level F. It feels good to have an organized work plan to follow.

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Within the next three weeks we will all be reading the same book, “Marie Curie”  and discussing it on Tuesdays – with a book report at the end. My “F” class is very focused on writing, which might be the teachers method or each level focuses on a different aspect of the language (speech, hearing, reading, writing). I think reading this book will be the hardest part of the class, but I’m pretty excited to start reading something other than children’s books.

Vocabulary

Test – Prov

Grades – Betygen

School – Skolan

Study – Studera

Learn – Lär


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Pastries, Parties, and SFI Kurs Test

Today my SFI class had a party for those of us moving on to the next course (D kurs). This type of party is an Avskedsfest – “Departure party”. In the Swedish spirit of things (Read here), the four of us that are leaving brought cakes, cookies, chocolates, soda, etc., for everyone to enjoy. We listened to music and spoke to each other about our lives and played a game in Swedish.

I decided to bake some sweets for the class, as I had a recipe (here) that I wanted to try but didn’t want to eat so many pastries at home by myself! They are a spin off of cannolis, a popular Italian pastry, which I was shocked to find that no one has ever eaten or heard of. I already knew that they are not known in Sweden, as I introduced my husband to his first cannoli, but with a classroom filled with people from around the world I thought someone would know.

It really put the American melting pot into perspective, I appreciate that I have eaten so many food from different cultures.

The test to go to the next level course is available every 5 weeks, which means having an Avskedsfest again soon, hopefully! Something to look forward to!

A little about the C level course test:

There are 5 parts you get graded on (split into two days):

(VG) Reading comprehension
(VG) Listening
(G) Speaking
(G) Writing
(G) Word comprehension

Grades in Sweden range from Underkänd “U” (Fail), Godkänd “G” (Passing), and Väl Godkänd “VG” (Passed with Distinction)

Above are the grades I received for each section. The teacher said my writing could be “VG” if I stopped forgetting the accents over å, ö, and ä.

Reading: (40 mins each) Two very straight forward, multiple choice tests based on text. There are different types of texts, such as newspaper articles, time schedules, menus, advertisements, letters, and stories.

Listening: (40 mins) You will be able to read all the questions and multiple choice answers before listening to the recording, which  you will hear two times. Pay attention to details as most of the answer choices are mentioned but not exactly related to the questions being asked. This part is a bit difficult as they speak quicker than our teachers prepare us for, I suggest listening to the radio or tv to prepare.

Speaking: (20 mins) Pretty laid back and informal group conversation about a given generic topic, for example: is better to live in a city or in the countryside? Our teachers helped move the conversation along if we got stuck.

Writing: (60 mins) Write a page about one of four topics. Make sure to follow the instructions and stay on topic. For example, if you need to write a letter make sure to structure it properly. C level test had simple topics like driving, childcare, job interviews, or computers. D level  moves onto things like town hero’s and politics.

Word Comprehension: Based off of your writing and speaking tests and a few vocabulary questions in the reading test.

Hopefully that will help anyone who is testing soon! Lycka Till! (Good Luck!)


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Awkward & Offensive Language Mishaps # 3

Language is all I think about nowadays. People say that in the beginning you learn the basics quickly, but then you plateau for a few months, which feels like an eternity of not absorbing a single thing, but then after that halting rough patch, you start picking it up faster and more fluently. I feel like I’m finally there – gaining more insight, understanding more, being more comfortable speaking, while learning more grammar and vocabulary every day.

With this progress comes more and more mistakes:

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  • When you want someone to be quiet, you would say: “Tyst!” Instead I told my husband, “Tysk!”  – I called him a “German!
  • While cooking one day I was excited to use a new vocabulary word that I thought meant to pull something apart, to separate it. So, I tried to ask my husband if he can cut up the whole roasted chicken: “Kan du skilja for mig?” Instead of asking if he can divide it for me, I asked if he could divorce me. Make sure you understand new words!
  • While eating fish sticks, my husband pointed out that they call it “Fish fingers.” Taking this literally, I went into a supermarket and asked someone “Vet du var jag kan hitta sås for fisk fingrar?” Do you know where I can find sauce for fish fingers? Met by an odd look and a shake of the head, I thought nothing of it. The actual name for fish sticks is “Fisk pinne,” meaning… fish sticks.  (Apparently he meant they call it fish fingers when they learn it in British English, comparing the variation of English names- not in Swedish.)

  • Trying to learn all of the many ways you can use “slå” [roll dice, mow the lawn, hit, beat, knock on, bang on, ring...], I wanted to tell my husband to hit on me, as in flirt. This doesn’t translate too well; “slå på mig” is literately “beat me.” Whoops, nevermind.

Sometimes these language mistakes leak into and combining with my English vocabulary. I now make mistakes like:

  • The capital of a country is called “huvudstan” – translating to head city. Combining Swedish into my English I said Athens is the “Head capital” of Greece.
  • A nipple is called a “bröstvårtan” – translating to breast wart, (*giggle*) resulting in me saying, “Nipple wart.” Lovely.

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Enjoy past blunders:
Awkward & Offensive Language Mishaps #2
Awkward & Offensive Language Mishaps #1


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Language Lesson

One of the most interesting things about being in Sweden is learning the language. My school has been closed and I go to New York the day after it opens, which means no Swedish classes for me for 6 weeks. I will have to study more and use the language on my own. Since this is a big concern of mine and is on my mind, I decided to go through my notes and see what I can share about what I’ve learned so far.

Something people should know about Swedish is that it a very particular and specific language, there are a lot of details, rules, and reasons that really make learning the language difficult but interesting. A lot of things cannot simply be translated. Many phrases or words are just said differently. There are words in both languages that simply don’t exist in the other. Letting go of needing to “translate” instead of just learning is the first step.

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When I tried to say “We will see” in Swedish as “Vi ska se” My husband corrected me: “vi får se.” Which technically means: “We receive sight.”

And when I tried to tell me friend that “I’ll find out” as “Ja ska hitta ut” She corrected me: “Jag ska ta reda” Which word for word translates to  “I will take clarity

Despite the words being different and seeming odd to an English speaker- the meanings are the same.

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“He is kissing his wife” Sounds like  a straight forward sentence in English – in Swedish they add a question, ‘Whose wife?”

His OWN wife, or his wife (that guy over there). Suddenly the sentence is scandalous!

Swedish clears this up by using more possessive language than  English.

“Han kysser sin fru” =  He is kissing his own wife.

“Han kysser hans fru” = He is kissing the wife of that other guy.

This applies everywhere – if an action is being done to someone, you have to be careful to be specific. Usually the confusion is more humorous than scandalous like accidentally saying your friend is brushing someone else’s teeth instead of her own, or your husband is shaving someone else’s beard instead of his own.

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When translating “Grandfather” and “Grandmother” to Swedish, you would need more information.

Nothing can be lost or confused when you talk about your grandparents in Swedish- your grandfather is either your mothers father or your fathers father. Your grandmother is either your mothers mother or your fathers mother.

“Morfar, Farfar, Mormor, Farmor.”

The language leaves no questions, which sometimes come up in English – “On your mothers side or your fathers side?” It’s already in the name.

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To think, to think. or to THINK?

In English we would say the following sentences:

“I think we should go on vacation” (Opinion)

“I think it will rain tomorrow” (Belief)

“I was thinking of you” (Thought)

In Swedish you specify the intent of the word “think,” instead of it being implied.

“Jag tycker att vi ska åka på semester” (It is my opinion that we should go on vacation)

“Jag tror att det kommer regna i morgon” (I believe it will rain tomorrow)

“Jag tänker på dig” (I was thinking of you)

These three different terms were confusing and easy to mix up at first, but it is now easy to make the connections and understand the why and when. It fills in gaps I didn’t know were there.

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“I will miss you!”  and “You will be fine!” are perfectly normal sentiments in English, but in Swedish you must  keep in mind that you don’t actually know if you will miss someone or if they will be fine. It is a feeling or state of being in the future that you can not control.

“Will” in Swedish = Ska. But that word is not used in this context as myself and the rest of my class assumed.

Instead “kommer att” is used to portray the future: “I am going to miss you” “You are going to be better”

“Jag kommer att sakna dig!” “Du kommer att bli bra”

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“I live with my husband” “I am shopping with her” “I have an appointment with the doctor”

While in English the word “with” can be used for all of these situations, in Swedish these sentences would be treated differently.

Most commonly “with” = med. But not always. If the situation is “there” and not “here” and/or “now” then the word used is “hos.” (I haven’t much experience with this, does anyone have a better explanation?)

“Jag bor med min man” “Jag handlar med henne” “Jag har en tid hos läkaren”

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“I am here” “I drove here” “He is there” “We are walking there”

Location, location, location. NOT. Its not only where you are but where you are GOING. “Here” and “there” are not so simple in Swedish.  If mode of travel is involved, the word changes from “här” and “där” to “hit” and “dit.”

“Jag är här” “Jag körde hit” “Han är där” “Vi går dit

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“He plays the piano” “She plays soccer” “The kids are playing in the sandbox”

In Swedish toddlers/young children do not “play” the same way one plays an instrument or a sport.

The common word for play in Swedish is “Spelar” but when you talk about young children playing, they specifically “Leker.” It’s a different type of playing.

“Han spelar piano” “Hon spelar fotboll”, “Barnen leker i sandlådan”

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Every language has its nuances, it doesn’t make a language better or worse- just more complex to learn. When I point these things out to a native Swedish speaker the response is often a shrug, “I don’t know,” or “I never noticed or thought about it” We don’t reflect upon our own language, it is what it is. Learning Swedish makes me see how specific it is compared to English, but perhaps English is unspecific compared to many languages.

Any other examples of a language being very specific? Any corrections or further explanations to the ones I listed?


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Playtime Needs No Translation: “Tid för Lek Behöver Ingen Översättning”

Ages 1-5 is where language development is strongest and that’s where I would have to start. I’ve never worked with toddlers before, especially ones who couldn’t understand me. I didn’t know what to expect and I haven’t changed a diaper in years (and not many, at that).

I received a phone call asking if I could substitute for two days. Yes! Excited and nervous, I was given a full tour and introductions. The teachers were very nice and helpful. I met a couple of parents who were excited that there could be a native English speaker with their kids.

Playtime needs no translation, and neither do personalities. I didn’t learn many names but I learned which kids like to do what. I quickly picked up on which ones had a lot of energy and loved to dance, which ones liked to build, which ones played a little rougher and you had to keep an eye on, which ones loved to be picked up and held and never wanted to touch the floor. And which ones always had a runny nose.

Actions speak louder than words. Even if the kids couldn’t understand what I was saying, they understood what I was doing. When I start jumping Continue reading


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First Four Days: “Första Fyra Dagarna”

The day after my interview a classroom of ten year olds looked at me with curiosity and hesitation. I felt a bit like something brought in for show and tell (Does that exist in Sweden?). Finally they started asking questions and telling me about what they like to do. Some were better at English than others, some were braver or more excited, some would shy away and giggle.

The first two days I helped with math and geography, walking around and asking if anyone needed help, making sure they were doing their work, and starting small conversations in English. I didn’t force anyone to speak with me if they were uncomfortable, and sure enough, eventually they wanted to try.

I asked a group of boys who were ‘working’ together if they can explain the assignment to me, because I can’t read Swedish and don’t understand. They were excited to be the teachers, forgetting that they were hesitant to speak English. We practiced our English while learning about the geography of Sweden.

When a student was scared to speak in English I would try in Swedish, which made them relax, “I like when you talk Swedish, you sound funny.” It gave them the courage to ‘sound funny’ in English. Continue reading


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The Things I Tell Myself While Learning Swedish

Learning a New Language is a Long Journey on an Ever Changing Path.

It Takes Time: I need to constantly remind myself that this is one of those things that I cannot get really good at overnight- or even over a few months.

Every Word is an Accomplishment: When I feel like I should be further along than I am, I look back and count all the new words I’ve picked up.

Memorizing is Not Learning: It doesn’t count as a new word until you can use it, until it pops into your head when trying to form a sentence.

If you get it Wrong, it’s Okay: As long as you are in the ball park, it is an improvement- one step closer.

People Will Understand You: Even if you mess up, most of the time your message will get through. As long as you try.

Only Speaking Will Help: Even immersion doesn’t help if you don’t participate. Reading, writing, listening, and practicing in your own head won’t make it easier to actually use the language.

Perpetual State of Learning: Even after you are done with SFI, SAS, and what ever course comes after that, you will always be learning the language. It will take years to feel perfectly comfortable, it will take tons of practice and different situations to become adaptive and use the language the way it should be. You will learn new words every time you talk to someone new.

You Sound Different: Stop obsessing over the accent being “wrong” or “off.” It will never sound natural or perfect. Just like when someone is speaking English- it is easy to tell that they are from a different country, or even just a different state. So what?

Breath: You might feel like your anxiety is taking over, and that you are the only one who turns bright red while speaking Swedish, but you are not. Use your anxiety as adrenaline and run with it instead of freaking out and falling down.

Stop Comparing: Other people in class will be better than you. They will pick it up faster, have better pronunciation, and understand more. Don’t compete with them, everyone learns at their own pace. It’s not a race, it’s better to actually learn than to seem to be the best.

ä, ö, and å Are Real: These are actual letters. They are not A’s and an O with funny hats. Concentrate on dotting your vowels, it does change the meaning and pronunciation of a word.

You are Not Just Learning a Language: You are learning a culture and its traditions. It is not just the words you learn, but when it is proper to use them. Learning the nuances of the language is just as important as reading the context of everything around you.

It Won’t All Line Up: Let go of your understanding of language. Everything will not switch over perfectly, in fact most things will not line up at all. Sentences are formed in a different order, definitions of words are slightly different, tenses are different.

Translation Not Included: English has words that don’t exist in Swedish and Swedish has words that don’t exist in English. That’s just the way it is.

Stop Relying on Google Translate: Pick up a dictionary instead. That bad habit of double checking if what you are about to say or write makes sense by putting it through Google Translate- stop it. It’s better to get it wrong and be corrected. Don’t get stuck relying too heavily on something you can’t use in real conversations.

Stick With It: Swedes will switch to English if they realize you are not Swedish, or that you are struggling. If you are able to, continue speaking as much Swedish as you can even if they choose to speak in English.

Swenglish is Okay: For now. If you don’t know a word, or exactly how to express yourself, it is okay to substitute English words into Swedish sentences or vice versa while you are learning.

No One is Perfect: Native English speakers get English wrong all the time. People who have been speaking English as a second language for 30 years still make mistakes. It’s not rare to forget a word or mess up in your own language, of course you will stumble with a new one.

In their Shoes: Remember all the people over the years that have spoken to you in broken English. They must have felt the same anxiety, panic, embarrassment and struggle- but were brave enough to use their limited language skill.

In My Own Shoes: I always admired anyone for trying to speak English as a second language. I felt compassion, and tried my best to understand them or help them if needed. It helps to imagine others will feel the same way towards me – they will not laugh, or think I am doing it wrong. It’s all about perspective.

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All of these are easier said than done, but it is a start. 

  Hope my photos inspire you to take “The Road Less Traveled,” whichever path it may be.

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