The use of translanguaging in ELT classrooms can have significant benefits for multilingual students. This study investigates how students with background languages other than Swedish perceive the use of translanguaging in ELT classes. The study aims to answer questions about how these students perceive teachers' use of it, their perception of their own use of it, and in which classroom activities they report a need to use it. Data was collected through a questionnaire that was carried out in three Swedish as a second language classrooms in two separate upper-secondary schools in southern Sweden. Generally, the findings showed a predominantly positive attitude towards the teachers' use of translanguaging in the ELT classroom, but some students did not find it helpful. The majority of students reported that their background languages helped them understand and develop their English language skills. Translanguaging was also supportive in various classroom activities, such as reading comprehension. The study concludes by pedagogical implications for translanguaging use in the ELT classroom in Sweden.

The following study aims to explore pupils’ attitudes toward fan fiction in a Swedish upper secondary ELT classroom in order to discuss the potential of fan fiction as a pedagogical resource. The aim is investigated through research questions concerning attitudes toward fan fiction as well as possible challenges and benefits in connection to how fan fiction could be included from a pupil perspective. The study was conducted through semi-structured interviews with 11 pupils attending English 5 or 6 in Swedish upper secondary schools. The collected data was processed through thematic analysis and examined with self-determination theory as a theoretical framework.  The results of the study reveal that the interviewed pupils exhibit positive attitudes toward including fan fiction as pedagogical material. In addition, the study indicates that fan fiction, according to the pupils, can be utilized to develop several language skills, such as grammar, vocabulary, and reading comprehension. With these learning outcomes in mind, the pupils mentioned that fan fiction could be incorporated into the classroom through productive and receptive tasks. Such tasks involve creating endings to narratives, providing and receiving feedback on creative writing projects, or reading fan fiction to complement and enhance the experience of a novel or film. Despite the positive learning outcomes, the pupils noted that possible challenges could regard finding appropriate content, assessing and grading creative assignments, and navigating creative demands. In conclusion, fan fiction may function as a potential pedagogical resource and therefore it is relevant to continue exploring the pedagogical potential of fan fiction in the Swedish ELT classroom.