This essay deals with the topic of gender equality in schools through one of it’s most fundamental parts; the teaching book. This particular study focuses on the most commonly used teaching book in the course English A on upper secondary school. The overall aim is to investigate whether there are linguistic gender differences through a study of the syntactic variation of the noun phrase (NP). The concept of gender and its role in curriculum and education act is enlightened in the background along with an explanation of the NP. Previous studies with gender perspective are also used. As material, four texts from the book Blueprint A were chosen. The four texts are considered to have topics that are stereotypical for the two genders, two aimed towards females and two towards males. The hypothesis, based on previous studies on female - male language and teaching books, suggests that differences will be shown in the variation of the NP. This hypothesis is not confirmed, the results do not show enough difference. The author draws the conclusion that unlike previous studies, Blueprint A can be considered unbiased in this particular area.

The purpose of the present study was to examine what methods might be employed in translation from English to Swedish of a guidebook on a foreign culture. Vinay and Darbelnet's model for translation strategies, as presented in Comparative Stylistics of French and English. A Methodology for Translation (1995), makes up the primary theoretical basis of the study. It comprises direct translation methods - borrowing, calque and literal translation - and indirect methods - transposition, modulation, equivalence and adaptation. Newmark's solutions for translating metaphors (Newmark 2001) also proved useful - among them paraphrasing, replacing images with their corresponding target language images and omitting the metaphor. To obtain data I translated some passages from Borneo (2008). Different procedures employed were identified along with translation problems. The study deals with the translation of metaphors, deictic time references and various culture-specific phenomena. Most of the above-mentioned strategies were applied, without a recognizable systematic pattern, though. This study, however, merely scratches the surface of this rich and interesting source. To future translation students, guidebooks - due to their great variety of topics, often outlined by different writers, each with an individual style - are likely to offer many interesting translation issues, whether to do with terminology, grammar or stylistics.

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The aim of this paper is to analyze how bullying affects Spanish education at Swedish schools. We want to know if bulling affects the process of learning Spanish as a second language, as well as if it has any other consequences for the students. With the help of previous studies and the perception of a group of students , this study aims at verifying the relationship between the perception of bullying and the difficulties of learning.  For this purpose we have designed a questionnarie so that students can inform about their perceptions and attitudes regarding bullying during the Spanish lessons. 152 pupils have been able to answer the questions. We have introduced the answers of the questionnarie to a data based so that we can be able to analyze the statistics and its correlations. We have used the Fisher test to verify if bullying has a relationship with differenr issues such as motivation, concentration and participation regarding the learning of Spanish. If students feel secure among their environment, it is assumed that the pupils' learning process in the Spanish lessons will be more effective. The conclusion of this study is that there is a relationship between bullying and the pupils' motivation, concentration and participation in the lessons, something that affects the pupils' result in a negative way. Another conclusion is that there is a difference between girls and boys perception of bullying.

This essay will show how manifestations of local identity, ethnicity and community in the terrace chants of the three football clubs West Ham United Football Club, Millwall Football Club and Tottenham Hotspurs Football Club are created. By featuring a collection of chants from each club, a connection to the clubs’ geographical areas, the home grounds and ethnic features will be described. By featuring a critical discourse analysis of the language used in the various clubs’ chants at their respective home ground, this essay will display aspects of above mentioned aspects and how these are upheld in language and interaction between people. Each club’s supporters acknowledge allegiance to various communities. West Ham United is traditionally a club of working class Londoners who often relate to themselves as ‘the cockney boys’, while Millwall (although being set in working class London) identifies more with the geographical area (South London) where they are situated, than with their heritage. Tottenham is one of the clubs in Britain most strongly influenced by religion, as many of the supporters are Jews.