As our world becomes increasingly globalized, the value of understanding cultural diversity is perhaps more relevant than ever. Furthermore, since English plays an important role in the encounters between members of different cultural contexts, analysis of EFL teaching materials is a matter of importance. Therefore, the purpose of this study is to gain a deeper understanding of how two Swedish EFL textbooks represent cultural diversity. To achieve this, it aims to answer the following research question: To what extent do the textbooks represent cultural diversity within the framework of English as an international language? To answer the research question, this study uses critical discourse analysis as a method for the evaluation. The results indicate that the textbooks show some tendencies of acknowledging the international status of English by including texts from different countries and cultural settings. However, both books still favor representations of Anglophonic countries. Finally, the results suggest that it is important for teachers who use these books to promote critical reflection of how cultures are portrayed.

This paper has two main focuses. It aims to investigate the role of English in relation to short term international exchanges in a secondary school in the south of Sweden and also discusses the reflections of the outcomes of a number of participating students and teachers. The data were collected through qualitative semi-structured interviews. The results indicate that the role of English is fundamental to the internationalization process and as the language of communication and the common language on the exchanges. Furthermore, English is seen as key in the implementation of internationalization in the education at the school. Both the interviewed staff and students reflected on communication problems when away and how they dealt with them through language strategies. Moreover, the data revealed that the reflections from the outcomes of the exchanges were centered round two aspects: the student’s development of their communicative English and the social aspect. The interviewed teachers and students discussed the fact that the short term exchanges provided new learning opportunities through the out-of school context. In addition, a possibility for further research within the area is proposed as a result of the data collection and based on the gap in the research concerning compulsory schools’ internationalization process.

The English language has become an international language and is globally used as a lingua franca. Therefore, there has been a shift in English-language education toward teaching English as an interna-tional language (EIL). Teaching from the EIL paradigm means that English is seen as an international language used in communication by people from different linguistic and cultural backgrounds. As the approach to English-language education changes from the traditional native-speaker, target country context, so does the role of culture within English-language teaching. The aim of this thesis is to in-vestigate and analyse cultural representations in two Swedish EFL textbooks used in upper-secondary school to see how they correspond with the EIL paradigm. This is done by focusing on the geograph-ical origin of the cultural content as well as looking at what kinds of culture are represented in the textbooks. A content analysis of the textbooks is conducted, using Kachru’s Concentric Circles of English as the model for the analysis of the geographical origin. Horibe’s model of the three different kinds of culture in EIL is the model used for coding the second part of the analysis. The results of the analysis show that culture of target countries and "Culture as social custom" dominate the cultural content of the textbook. Thus, although there are some indications that the EIL paradigm has influ-enced the textbooks, the traditional approach to culture in language teaching still prevails in the ana-lysed textbooks. Because of the relatively small sample included in the thesis, further studies need to be conducted in order to make conclusions regarding the Swedish context as a whole.

This essay deals with the current state of English teaching in Sweden with regards to an international perspective. The first, theoretical, part discusses ways in which a departure from the traditional way of teaching English as a Foreign Language towards more recent theories emphasising communication might be beneficial. A brief overview of these different theories with regards to Swedish conditions is given, followed by a short rundown of the history of the Swedish curriculum. The second part presents deductions on current attitudes towards the study of English in Swedish schools based on a survey conducted among students and teachers at an upper-secondary school. It will be shown that despite changes in the national curriculum over the years, much of the English teaching is still treading the same path as the last decades, due to longstanding sentiments with students and teachers alike. There are also indications to show that traditional teaching has not kept up with the emergence of virtual communities, where students regularly engage in written communication with people from all corners of the world.

The purpose of this study is to analyse the cultural content and representations in three English as a second language textbooks published for Swedish students in years 1-3. The issue of cultural content is very visible in contemporary research on English education today and as English has grown into a global language over centuries, it has also become a culturally diverse language. The method used in this study is a merge of Critical Discourse Analysis and Multimodality with a norm critical perspective, using a chart developed within the study as an analytical tool. This study reveals that the textbooks on the one hand consist of a dominant Anglo-American, as well as a Swedish cultural setting where representations of white normative children and adults dominate the text and illustrations. On the other hand, the books show signs of trying to involve a developed perspective on English as an international language (EIL) and interculturality. However, these EIL and intercultural features are probably not enough to help the students who will use these books to develop the intercultural awareness needed later in life when they use their acquired English knowledge with other English speakers across the world.

The methodologies for English language teaching and the roles os ESP and EIL are discussed. Additionally, the role of culture and learning theories for prefessional training are presented. This framework is applied to two pilot programs and the results are debated. Consequently, a new framework is designed that includes new methodologies and places a greater importance on the role of EIL.

京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第22523号 / 人博第926号 / 新制||人||221(附属図書館) / 2019||人博||926(吉田南総合図書館) / 京都大学大学院人間・環境学研究科共生人間学専攻 / (主査)准教授 塚原 信行, 教授 桂山 康司, 准教授 高橋 幸, 准教授 笹尾 洋介, 教授 田地野 彰 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

abstract: This study investigates how the teaching English as an international language (TEIL) framework can be integrated into the English curriculum of the Korea Military Academy (KMA). Addressing the research gap on TEIL and military settings, this study first critically reviews issues around the varieties of English (i.e., world Englishes), the international functions of English, and the pedagogical implications of TEIL in today’s globalizing world. The study then examines current challenges and objectives of ELT and suggests practical strategies for incorporating TEIL into the English curriculum of the KMA. The study suggests the following four strategies to apply TEIL into the English curriculum of the KMA: (a) introduce WE/EIL activities into the English Conversation course; (b) establish a WE/EIL course; (c) provide extracurricular WE/EIL activities; and (d) incorporate intercultural content into the Military English course. The study argues that implementing these suggestions would help cadets develop both their linguistic proficiency in English and intercultural communicative competence that are essential for them to become professional military communicators who can effectively communicate with interlocutors from diverse linguistic, cultural, and national backgrounds in international military contexts. While the study contributes to the literature by bridging the gap between TEIL and military contexts, it demonstrates the following implications: (a) a meaningful case of applying TEIL into the military context in Korea; (b) the importance of both linguistic proficiency in English and intercultural competence for ELT in the KMA; and (c) the possibility of influencing the Korea Air Force and Naval Academy to reexamine their English curricula. The study concludes that the English curriculum of the KMA should be revised based on the recognition of the symbiotic relationship among linguistic proficiency in English, exposure to diverse varieties of English, and intercultural competence in order to produce cadets who can effectively communicate in English as a military lingua franca for the success of their designated military objectives in the future. / Dissertation/Thesis / Masters Thesis English 2019

<p>The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.</p>

The aim of this essay is to investigate what English teachers’ attitudes are towards British English, American English and Mid-Atlantic English. What variety of English do teachers use in Swedish upper secondary schools today and what are their reasons for using that variety? Do upper secondary school teachers think it is important to expose students to several varieties of English and do they teach differences (e.g. vocabulary and spelling) between varieties? The material is based on a questionnaire, which 20 participating teachers from five different upper secondary schools in Gävleborg answered. The study showed that there is an even distribution between the varieties used and taught. British English was preferred by teachers working the longest time while both AmE and MAE seemed to be growing in popularity among the younger teachers. Of the 20 teachers, 18 considered teaching differences to students since it gives them a chance to communicate effectively with people from other English speaking countries.