This doctoral thesis examines immigrant children in general upper secondary schools, where they study with Finnish and Swedish as their first language (L1) and second language (L2) curriculum. The primary objective is to assess the efficacy of the L2 curriculum in reaching the intended groups and equipping students for future academic pursuits. In Finland's bilingual context, the research compares the academic performance of immigrant students in Finnish and Swedish as L1 and L2, with a focus on understanding academic progress in both languages. The goal is to comprehend and improve pedagogies in bilingual school settings.

2024