This study includes an analysis of the paradigms of first and second language tuition, similar to Magnusson’s (2013) article ”Paradigms in Swedish as a Second Language – Curricula for Primary School and Secondary School in Swedish as a Second Language”. Based on Magnusson’s (2013) article, the aim of this study is to highlight, identify, and discuss the ideological and pedagogical frameworks for language tuition in Sweden, with a specific focus on second language acquisition. The material for the study includes the two most recent curricula: the 2022 curriculum for compulsory school and the 2025 curriculum for upper secondary school. The analysis is specifically focused on the syllabi for Swedish and Swedish as a Second Language, as these subjects are officially equal in Sweden but are, in practice, very different from each other. The results of my study indicate that there are ideological and pedagogical differences between the subjects. The results show that the subject of Swedish emphasizes personal growth, while Swedish as a Second Language focuses on form and function. However, the results also point to a multilingual development in both Swedish and Swedish as a Second Language, which was not previously represented in the 2011 curricula.