The observation that the achievement gap between immigrants and natives seems to become larger in secondary education compared to primary education is consistent with experiences in other countries (e.g. Cummins, 1984, Utdanningsdirektoratet, 2007). For immigrant students to develop the academic language necessary for more complex instruction, language instruction in DSL must be provided on an ongoing basis, not only for their first few years in school. Throughout the Folkeskole as well as upper secondary education, the needs-based approach to DSL support should be sustained. In Sweden, for example, all students whose mother tongue is not Swedish have the right to study Swedish as a second language, and this right applies to both compulsory and upper secondary school.