| Summary: | The aim of this study is to examine how vocabulary instruction is treated in three different educational materials for the subject of Swedish aimed for the first year of upper secondary school. The guiding research questions are: What kind of vocabulary is selected for instruction? and How are the vocabulary exercises designed? In order to answer the first question, the vocabulary is compared to a corpus of press texts. The analysis shows that the three educational materials differ vastly when it comes to the vocabulary selected: while the books aimed for vocational education focus on words pertaining to political participation and work life, the book aimed for programs preparing for ensuing studies contains low-frequency, sometimes slightly archaic words of marked stylistic value. For the second question, the exercises are classified according to Bloom’s taxonomy of educational objectives. The majority of all exercises in all three books correspond to the category of remembering factual knowledge, which is the least cognitively complex and demanding category of the taxonomy.
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