| Summary: | In this qualitative study I examine how teachers of Swedish as a second language in adult education interpret and plan their teaching based on the 2017 revised curriculum of the Swedish National Agency for Education. I also study how the teachers use genre based methods and what pros and cons they see with these methods. The study shows big differences in the interpretation and application of the curriculum based on the core content. It also shows a variation between campuses in the extent to which students are able to participate in the planning and to be informed, at the beginning of the course, of how the assignments relate to the course content. All the participating teachers use genre based methods but most of them have chosen to combine these methods with other forms of teaching. In general, the participating teachers approve genre based methods but most of them mentioned lack of time as the biggest challenge when applying these methods in adult education.
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