I have experience of teaching at all levels (BA–PhD; in-service training) at various universities and departments (Dept. of Teaching and Learning; Centre for Research on Bilingualism; Dept. of Linguistics, Stockholm University; Örebro University, Mälardalen University, Uppsala University, Örebro University, Karolinska Institute). Responsible for courses in Swedish as a second language, at the Dept. of Teaching and Learning 2011–2018, and I have experience in teaching Swedish as a second language, including multilingualism research, at all levels.

Recent courses at the Master and PhD level:

• Linguistic Ethnography from an Educational Perspective, 7.5 HP/ECTS. A joint course with the Dept. of Teaching and Learning and the Dept. of Swedish and Multilingualism: Course responsibility and teaching.
• Linguistic Ethnography, 7.5 HP/ECTS. A PhD course within the Faculty of Humanities (a joint course with the Dept. of Teaching and Learning, the Dept. of Swedish and Multilingualism and the Dept. of Child and Youth Studies: Course responsibility and teaching.
• Advanced Studies in Linguistic Ethnography, 7.5 HP/ECTS. A PhD course within the Faculty of Humanities (a joint course with the Dept. of Teaching and Learning, the Dept. of Swedish and Multilingualism: Teaching.

Ongoing supervision at the doctoral level are three:

Supervisor for Scarlett Mannish, Center for Bilingualism Research, Department of Swedish and Multilingualism.

Main supervisor for Eirini Akavalou, Department of Teaching and Learning.

Supervisor for Berrak Pinar Uluer Yilmaz, Department of Teaching and Learning.

I conduct research at the intersection of language didactics, second language and multilingualism research, migration and sociolinguistics. My studies also include critical perspectives on language, teaching and learning. Recent projects have drawn on linguistic ethnography and collaborative and action-based research methods.

My research focus has been on the educational offerings that are aimed at individuals with a migration background in Sweden, such as the school subject Swedish as a Second Language, Language Introduction Programs, and Mother Tongue Instruction (of minoritized languages). Previous research projects include, amidst other, the impact of Mother Tongue Instruction for literacy development; critical multilingual language awareness among newly arrived learners; how the multilingual language policy is (co)constructed in the Swedish Public Library. In a later project, in the Compulsory School for Learners with Intellectual Disabilities, we focus on how the instruction of migrant learners adapt to various linguistic and cultural backgrounds. I also conduct research in adult education, in what is referred to as Adapted Language Education. In one project, we collaborated with teachers on the use of multimodal resources in four schools. An ongoing project includes the Swedish Folk High School based in a Scandinavian tradition of (folk)Bildung where we rethink language teaching for adults via critical interdisciplinary perspectives.

Refereed journal articles

Hedman, C., Masoud-Jaakonaho, A., & Paul, E. (2026). Using your time wisely? Encountering racial time in institutional (non)transitions in the Nordic context. Apples – Journal of Applied Language Studies, 20(2), 48–63. https://doi.org/10.47862/apples.160970

Paul, E., Adams Lyngbäck, L., Hedman, C., & Rosén, J. (2026). Transspråkande och epistemisk (o)rättvisa i språkundervisning för vuxna [Translanguaging and epistemic (in)justice in language education for adults]. Utbildning och lärande, 19(1), 33–52. https://doi.org/10.58714/ul.v19i1.24220

Hedman, C., Adams Lyngbäck, L., Paul, E., & Rosén, J. (2026). "And then what?": creating suspense in storytelling in accommodated language education for adults via a crip linguistics approach. Language and Education, 40(3), 563–581.  https://doi.org//10.1080/09500782.2025.2545916

Hedman, C., Adams Lyngbäck, L., Paul, E., & Rosén, J. (2026). Ethics in aesthetic space: representing ethical-affective relations. Scandinavian Journal of Educational Research, 70(1), 67–79. https://doi.org/10.1080/00313831.2025.2459407

Hedman, C., Adams Lyngbäck, L., Paul, E., & Rosén, J. (2025). Epistemic reciprocity through a decolonial crip literacy in accommodated language education for adults. Applied Linguistics, 46(2), 305–320. https://doi.org/10.1093/applin/amae029

Adams Lyngbäck, L., Paul, E., Hedman, C., & Rosén, J. (2025). “Marita is hard of hearing too. She understands more”: Linguistic care work among immigrant deaf and hard of hearing students and teachers. Journal of Critical Study of Communication and Disability, 3(1), 19–34. https://doi.org/10.48516/jcscd_2025vol3iss1.42

Hedman, C., & Fisher, L. (2025). Critical multilingual language awareness among migrant students: cultivating curiosity and a linguistics of participation. Journal of Language, Identity, and Education, 24(1), 87–102. https://doi.org/10.1080/15348458.2022.2078722

Hedman, C., & Cunningham, U. (2025). Accommodating beginner language learners in level-based Language Introduction. Language Awareness, 34(2), 396-413. https://doi.org/10.1080/09658416.2024.2394664.

Hedman, C., & Fisher, L. (2024). Multilingual Study Mentoring for Critical Multilingual Language Awareness among migrant adolescents: scenarios of possibility. Journal of Multilingual and Multicultural Development, 45(9), 3536–3547. https://doi.org/10.1080/01434632.2022.2104862

Hedman, C., & Magnusson, U. (2024). Dialoguing on a graphic novel in the language learning classroom with upper secondary school students. Nordic Journal of Literacy Research, 10(1), 101–123. http://doi.org/10.23865/njlr.v10.5337

Hedman, C., & Magnusson, U. (2023). Teaching Swedish as a second language in Finland and Sweden. Policy-in-practice in two primary schools. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.21032.hed

Hedman, C., Jacquet, E., Nilson, E., & Rejman, K. (2023). Expressing reading engagement within drama-based literary work. Perspectives from three students in a linguistically diverse classroom in Sweden. In S. Ainsworth, D. Griffiths, G. Macrory & K. Pahl (Eds.), Multimodality and multilingualism. Towards an integrative approach (pp. 106–119). Multilingual Matters.

Hedman, C., & Magnusson, U. (2023). Adjusting to linguistic diversity in a primary school through relational agency and expertise: A mother-tongue teacher team’s perspective. Multilingua: Journal of Cross-Cultural and Interlanguage Communication, 42(1), 139–164. https://doi.org/10.1515/multi-2021-0070

Hedman, C., Lubińska, D. (2022). Aktuella trender i svenska som andraspråk i ljuset av norska som andraspråk. En studie av doktorsavhandlingar 2013–2021 [Current trends in Swedish as a second language in the light of Norwegian as a second language. A study of doctoral dissertations 2013–2021]. Nordand. Nordisk tidsskrift for andrespråksforskning, 17(2), 115–135. https://doi.org/10.18261/nordand.17.2.4

Caliolo, S., & Hedman, C. (2022). Co-assessment among language teachers: a master–apprentice relationship. Apples – Journal of Applied Language Studies, 16(1),133–153. https://doi.org/10.47862/apples.111634

Hedman, C., & Magnusson. U. (2022). Performative functions of multilingual policy in second language education in Sweden.International Journal of Bilingual Education and Bilingualism, 25(2), 452–466. https://doi.org/10.1080/13670050.2019.1693956

Hedman, C., & Magnusson, U. (2021). Researching the complexities of the school subject Swedish as a Second Language: A Linguistic Ethnographic project in four schools.  Languages, 6(4), 1–16. https://doi.org/10.3390/languages6040205  

Snoder, S., Hedman, C., Dewilde, J. (2021). Legitimerad flerspråkighet i utspädd dos – flerspråkiga grundskollärares perspektiv [Legitimized multilingualism in diluted doses – the perspective of multilingual primary school teachers]. Acta Didactica Norden, 15(2), 1–23. https://doi.org/10.5617/adno.8477

Hedman, C., & Mannish, S. (2021). Student agency in relation to space and educational discourse. The case of English online Mother Tongue Instruction. English in Education, 160–173. https://doi.org/10.1080/04250494.2021.1955618

Hedman, C., & Magnusson, U. (2021). Introductory classes for newcomer primary school students in Sweden. Pedagogical principles and emotional understanding. Multicultural Education Review, 13(1), 85–105. https://doi.org/10.1080/2005615X.2021.1890309

Hedman, C., & Magnusson, U. (2021). Constructing success and hope among migrant students and families. A mother tongue teacher’s didactic narratives. Language & Communication, 77, 93–105.https://doi.org/10.1016/j.langcom.2021.01.003

Hedman, C., & Rosén, J. (2020). Modersmålsämnets legitimitet i ett förändrat politiskt landskap: en analys av svensk riksdagsdebatt under 2010-talet[The legitimacy of the mother tongue subject in a changing political landscape: an analysis of Swedish parliamentary debate in the twenty-tens.] Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitik, 29(3), 31–50.

Hedman, C., & Magnusson. U. (2020). Teachers’ acts of legitimation in second language education in Swedish upper secondary schools. Language & Education, 34(6), 535–552. https://doi.org/10.1080/09500782.2020.1775245 

Hedman, C., & Magnusson. U. (2020). Student ambivalence towards second language education in three Swedish upper secondary schools. Linguistics and Education, 55, 1–12. https://doi.org/10.1016/j.linged.2019.100767

Ganuza, N., & Hedman, C. (2019). The impact of mother tongue instruction on the development of biliteracy: Evidence from Somali–Swedish bilinguals. Applied Linguistics, 40(1), 108–131. https://doi.org/10.1093/applin/amx010

Palm, C., Ganuza, N., & Hedman, C. (2019). Language use and investment among children and adolescents of Somali heritage in Sweden. Journal of Multilingual & Multicultural Development,40(1), 64–75. https://doi.org/10.1080/01434632.2018.1467426

Salö, L., Ganuza, N., Hedman, C., & Karrebæk, M.S. (2018). Mother tongue education in Sweden and Denmark. Language policy, cross-field effects, and linguistic exchange rates. Language Policy, 17(3), 307–318. https://doi.org/10.1007/s10993-018-9472-8

Hedman, C., & Magnusson, U. (2018). Lika eller lika möjligheter? Diskurser om skolämnet svenska som andraspråk inom det akademiska fältet i Sverige [Similar or equal opportunities? Discourses on the school-subject Swedish as a second language within the academic field in Sweden]. Acta Didactica, 12(1), 1–20. https://doi.org/10.5617/adno.5569

Ganuza, N., & Hedman, C. (2018).  Modersmålsundervisning, läsförståelse och betyg – modersmålsundervisningens roll för elevers skolresultat [Mother tongue instruction, reading comprehension and grades – the role of mother tongue instruction for school achievements]. Nordand. Nordisk tidsskrift for andrespråksforskning, 13(1), 4–22. https://doi.org/10.18261/issn.2535-3381-2018-01-01

Hedman, C., & Magnusson, U. (2017). Samtal om lärobokstext på två språk. Textsamtalets stöttande funktion för spansk-svensktalande ungdomar med och utan uppfattade läshinder. [Textbook talk in two languages. The scaffolding function of text talk for Spanish-Swedish speaking adolescents with and without perceived reading difficulties]. Nordand. Nordisk tidsskrift for andrespråksforskning, 1(12), 23–44. https://doi.org/10.18261/issn.2535-3381-2017-01-03

Ganuza, N., & Hedman, C. (2017). Ideology vs practice: Is there space for pedagogical ‘translanguaging’ in mother tongue instruction. In B. Paulsrud, J.  Rosén, B. Straszer, & Å. Wedin (Eds.), New Perspectives on Translanguaging and Education (pp. 208–226). Multilingual Matters.

Jalali-Moghadam, N., & Hedman, C. (2016). Special education teachers’ narratives on literacy support for bilingual students with dyslexia in Swedish compulsory schools. Nordic Journal of Literacy Research, 2, 1–18.  https://doi.org/10.17585/njlr.v2.224

Ganuza, N., & Hedman, C. (2015). Struggles for legitimacy in mother tongue instruction in Sweden. Language and Education, 29(2), 125–139. https://doi.org/10.1080/09500782.2014.978871

Hedman, C. (2012). Profiling developmental dyslexia in bilingual Spanish-Swedish adolescents. Journal of Speech-Language Pathology, 14(6), 509–519. https://doi.org/10.3109/17549507.2012.693201

Hedman, C. (2010). Över- och underidentifiering av dyslexi hos tvåspråkiga [Over- and under-identification of dyslexia in bilinguals]. Nordisk tidsskrift for andrespråksforskning, 5(1), 37–69.

OTHER SCIENTIFIC ARTICLES

Hedman, C. (2024). Samverkande aktiviteter för epistemisk rättvisa [Collaborative actions for epistemic justice]. In A. Olin Almqvist, J. Almqvist, U. Bergmark, K. Hamza, J. Nehez, M. Strömberg & S. Westman (Eds.), Undervisning i förskolan. Förskollärare och forskare i dialog om didaktiska dilemman [Teaching in the preschool. Preschool teachers and researchers in dialogue around educational dilemmas] (pp. 63–65). Studentlitteratur.

Caliolo, S., & Hedman, C. (2024). Sambedömning i modersmålsämnet. [Co-assessment in mother tongue education]. Swedish National Agency for Education.https://larportalen.skolverket.se/moduler/M951

Hedman, C., & Nilsson, J. (2022). Möjligheter till lärande – andraspråksdidaktik i ett kritiskt perspektiv [Opportunities for learning – second language education in a critical perspective]. In K. Aldén & M. Olofsson (Eds.), Möjligheter till lärande – andraspråksdidaktik i ett kritiskt perspektiv (Symposievolym, Nationellt Centrum för svenska som andraspråk) (pp. 17–34). Liber.

Ganuza, N., & Hedman, C. (2020). Kritiskt språkmedveten undervisning. [Critical language awareness in [mother tongue] instruction.] In B. Straszer & Å. Wedin (Eds.), Modersmål, minoriteter och mångfald – i förskola och skola (pp. 171–194). Studentlitteratur.

Hedman, C., & Ganuza, N. (2019). Introductory commentary: Lived experiences of qur’anic schooling in Scandinavia [Special Issue on Faith literacy practices among Muslim children, youth and families in Scandinavia]. Apples - Journal of Applied Language Studies, 13(4), 7–13.

Hedman, C. (2018). Epilog. Transspråkande som pedagogisk praktik. [Epilogue. Translanguaging as pedagogical practice]. In B. A. Paulsrud, J. Rosén, B. Straszer & Å. Wedin (Eds.), Transspråkande i svenska utbildningssammanhang [Translanguaging in Swedish educational contexts] (pp. 265–271).  Studentlitteratur.

Ganuza, N., & Hedman, C. (2018). Modersmålsundervisning – möjligheter och utmaningar [Mother tongue education – possibilities and challenges]. In T. Otterup & G. Kästen-Ebeling, (Eds.), En god fortsättning (pp. 163–180).  Studentlitteratur.

Hedman, C. (2017). Läsförståelse med flera språk som resurs [Reading comprehension with multilingualism as a resource]. Läslyftet: Tidig läsundervisning riktad mot lärare i F-3. Skolverket. https://larportalen.skolverket.se/api/resource/P03WCPLAR151142

Hedman, C. (2012). Läs- och skrivutveckling hos flerspråkiga [Reading and writing development in multilinguals]. In E.-K. Salameh (Ed.), Flerspråkighet i skolan. Språklig utveckling och undervisning [Multilingualism in school. Language development and education] (pp. 78–97). Natur och Kultur.

Hedman, C. (2012). Flerspråkig – med dyslexi? [Multilingual – with dyslexia]? In E.-K. Salameh (Ed.), Flerspråkighet i skolan. Språklig utveckling och undervisning [Multilingualism in school. Language development and education] (pp. 98–128). Natur och Kultur.

Hedman, C. (2009). Ordblindhed på to sprog [Reading difficulties in two languages]. Sprog og Integration [Language and Integration], 4, 25–27. A special issue on ‘mother tongues’.

Hedman, C. (2008). Dyslexi och tvåspråkighet – ett forskningsområde i utveckling [Dyslexia and bilingualism – a research area in progress]. Dyslexi – aktuellt om läs- och skrivsvårigheter,13(1), 4–6.

Proceedings

Bardel, C., Hedman, C., Rejman, K., & Zetterholm, E. (Eds.) (2022). Exploring language education. Global and local perspectives. Stockholm University Press. https://doi.org/10.16993/bbz

Wedin, Å., & Hedman, C. (Eds.) (2013). Flerspråkighet, litteracitet och multimodalitet [Multilingualism, literacy and multimodality]. Studentlitteratur.

Chrystal, J., Lim Falk, M., Hedman, C., Josephson, O. & Öhrn, M. (Eds.). (2013). Tionde nationella konferensen i svenska med didaktisk inriktning: Genre. [10th National Conference on Swedish Didactics. Genre]. Stockholm Förlag: Nationella nätverket för svenska med didaktisk inriktning. [Stockholm: The National Network on Swedish Didactics].

Other scientific work (incl. popular science)

Hedman, C. (2024). Hur kan vi samtala mer om flerspråkighet i skolan? Lärdomar från ett pilotprojekt om flerspråkig medvetenhet i en förberedelseklass på högstadiet (How can we talk more about multilingualism in school? Learned lessons from a pilot project about multilingual awareness ina preparatory class in secondary school].Centrum för språk- och litteraturdidaktiks blogg, Karlstads universitet. Hur kan vi samtala mer om flerspråkighet i skolan? Lärdomar från ett pilotprojekt om flerspråkig medvetenhet i en förberedelseklass på högstadiet – Centrum för språk- och litteraturdidaktik (CSL) (kau.se)

Hedman, C. (2022).Att arbeta med kritisk flerspråkig medvetenhet i förberedelseklass på högstadiet: sva-lärarens och studiehandledarens roll [To work with critical multilingual awareness in preparatory class at secondary school: The role of the teacher in Swedish as a second language and the multilingual study mentors]. Lisetten 31(3), 10–11.

Hedman, C., & Magnusson, U. (2022). Skolämnet svenska som andraspråk i internationellt perspektiv – exempel ur forskning [The school-subject Swedish as a second language from an international perspective – examples from research]. Skolverket. Skolämnet svenska som andraspråk i internationellt perspektiv.pdf (skolverket.se) 

Hedman, C., & Magnusson, U. (2020). Svenska som andraspråk i gymnasieskolan – praktik och ideologi i tre gymnasieskolor [Swedish as a Second Language in the upper secondary school - practices and ideology in three upper secondary schools]. Lisetten, 30(1), 20–21.

Duek, S., Hedman, C., Paulsrud, B.-A., Reath Warren, A., Ringblom, N., & Schalley, A. (2018). Satsa på flerspråkighet och undervisning i modersmålet [Invest in multilingualism and Mother Tongue instruction]. Lärarnas Tidning, 21 februari 2018. https://lararnastidning.se/satsa-pa-flersprakigheten-och-modersmalsundervisningen/