Culture and language are intrinsically linked, and the question of how to approach teaching culture whilst teaching a language is always going to be one teachers have to ask themselves. A textbook is a tool which is meant to aid teachers and remove some of the burden of decision-making from their shoulders. A good textbook should thus give a teacher all of the tools needed to teach a language, including answers to the aforementioned question. This study was a content analysis of four English Language textbooks used in Swedish high schools. The main focus was on how these textbooks present different cultures. This was then contextualized by comparisons with previous research, with cultural theories, and by a comparison with the guidelines which are presented in the Swedish curriculum. The study found that the textbooks contain little representation of cultures which are not natively English-speaking or which exist outside of the so-called Inner circle of English language, and that even when non-Inner circle cultures are represented, they are either viewed through and Inner circle lens or as a minority culture in an Inner circle context. Furthermore, the literature which is included in the books adheres strictly to the English literary canon as it is generally defined. The textbooks thus do not encourage the teaching of English as an international language, and they therefore go against the guidelines of the Swedish curriculum. They are also representative of a global issue of conservatism in ELT which has been highlighted previously by other authors—and to the existence of which they provide further and current proof.

<p>English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented.</p><p>In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation.</p><p>Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.</p>

English is the most expansionist language in the world today. Currently, native speakers are outnumbered by non-native speakers by a ratio of 3:1, a ratio that is set to grow to 10:1 within the next ten years. One of the consequences of a language growing so rapidly is that its new users tend to ignore already accepted standards. In what linguists refer to as the outer and expanding circles of English-speakers (mainly in Africa and Asia) new varieties and standards of English are now being invented. In this study, the effects of the current expansion of English on the teaching of English in Swedish upper-secondary schools are explored. Questions raised include: Should teachers of English in Sweden reflect the changing nature of English in their teaching? Should they readily adopt the New Englishes that are emerging or should they teach with the standard they have always used? The national curriculum for the teaching of English in Sweden is discussed in some detail. The guidelines therein are evaluated in terms of their ability to capture the changing face of English as well as their ability to give solid guidance to teachers in a classroom situation. Findings derive from linguistic literature and from interviews conducted with English teachers at upper-secondary level. One of the main conclusions of the study is that whilst the national curriculum recognises the global diversity of English, its goals are overambitious in what it tries to achieve and thus it fails to provide teachers with practical guidance in their day-to-day teaching. A recommendation, therefore, is that the curriculum should be clearer in spelling out the importance of adhering to native standard varieties of English. However this does not mean that teachers should ignore the cultural diversity of the English-speaking world.

This study investigates how Inner Circle and Outer Circle English varieties are perceived by EFL students at two separate schools in Sweden, each with varying levels of linguistic diversity among their student bodies. The language attitude data is collected by way of verbal-guise tests followed by discussion segments. The results suggest that Inner Circle Englishes are broadly viewed more positively than Outer Circle Englishes, in particular where semantic qualities in the status category are concerned. Further, heavily accented Outer Circle speakers were evaluated to have a good sense of humor but low attractiveness by students of both schools. The school with greater linguistic diversity rated the speakers in the study lower across the board, and also rated the RP speaker in particular significantly less favorably than the school with lower linguistic diversity. The students at the more linguistically diverse school further seemed to ascribe a poor sense of humor to the Inner Circle English speakers, which was not the case with the other school which took part of the study. These results affirm that Inner Circle English accents tend to carry with them a greater sense of status than Outer Circle English accents, and further point towards the possibility that linguistic diversity in the classroom may affect how different English varieties are viewed.

This study explored the impact of the importation of expatriate English teachers on the morale of the Malaysian English teachers and attempted to identify the perceptions of Malaysian English teachers, expatriate native English-speaking teachers (NESTs), and expatriate nonnative English-speaking teachers (nonNESTs) regarding the practices that are prevalent in Malaysia in areas such as hiring, remuneration, and benefits. An initial questionnaire was completed by the participants to ensure that they fit the target demographic profiled. Then, a semi-structured interview was conducted as a follow-up to the participants' open-ended responses in the second part of the questionnaire. Completed questionnaires were gathered from ten participants, and two semi-structured interviews were conducted with an expatriate NEST and a Malaysian nonNEST respectively. Descriptive statistics were used to analyze responses to the seven-point Likert-scale statements. In addition, this study took a qualitative approach in analyzing the core themes of the responses in the semi-structured interview and the questionnaire. Examining individual survey items and interviews revealed that there is a large discrepancy in wages between NESTs and nonNESTs in Malaysia, and this contributes to the unhappiness and low morale of Malaysian English teachers. In addition, the presence of expatriate NESTs causes Malaysian nonNESTs to have low self-esteem as they compare themselves to their native counterparts. This study also revealed that participants felt that the importation of expatriate NESTs had no significant impact on improving the language proficiency of students. Owing to the perceived failure to deliver desired results, the majority of the participants agreed that hiring qualified and experienced English teachers (not on the basis of one's race or first language) is paramount in improving the language proficiency of Malaysian students. The analysis of the data collected resulted in recommendations for a more in-depth study of the impact of the importation of expatriate NESTs/nonNESTs to the morale of Malaysian nonNESTs and the improvement of the language proficiency of Malaysian students. Also, the contributing factors for the decline of the English proficiency of Malaysian students should be thoroughly evaluated so as to affect change.