Swedish research and opinion on bilingualism, language policy, and bilingual education in Sweden is reviewed. The Swedish debate on language planning and bilingual education revolves around two perspectives: structural-functional theory and conflict theory. Swedish research consists primarily of statistical and descriptive studies rather than hypothesis testing. It is generally policy oriented and written from a structural-functional perspective. A distinction is drawn between language cultivation and language policy approaches to issues of language planning. Most of the decisions about the schooling of immigrant children in Sweden have been policy decisions which cannot be assessed according to linguistic criteria. Issues addressed by Swedish bilingual education research include semilingualism, biculturalism and contrastive culture, Swedish xenophobia, medium of instruction, third language learning, and linguistics. A bibliography is appended. (RW)