The aim of this qualitative study was to explore the experiences of migrant adult learners in Swedish for Immigrants (SFI) with bilingual fiction reading, and to understand how their teachers perceived its impact on the learners' literacy and language development. Bilingual fiction reading in this study involved reading fiction in both the mother tongue and in Swedish as a Second Language.

The study applies a theoretical framework using translanguaging-based pedagogy (cf. García, 2009) combined with Langer’s (2017 [1995]) theories about learning through transformative fiction reading, Paran’s (2008) model for literature and language integrated didactics and Cummin’s (2011, 2017) concept of literacy engagement.

Based on semi-structured interviews with adult migrant learners and their teachers, and an analysis of reading journals written by the learners, this research was conducted by means of semi-structured interviews with learners and teachers, and reading journals written by the learners. Findings suggest that bilingual fiction reading is seen as supporting learning through translanguaging and an experience-based, collaborative pedagogy. However, to some learners, the reading task was too challenging, which might be due to the literature choice and a low literacy level. A general observation is that there is a shortage of translated fiction for adult learners in Sweden.