Film has worked as a tool in schools a long time. But what ways can film facilitate learning in an upper-secondary classroom, regarding the aspects of global English and culture? This research synthesis will attempt to answer the question on how film can facilitate learning by investigating the different perspectives in the learning process, such as the cultural and global perspective whilst focusing on the perception of using film from students and teachers. The curriculum for upper-secondary school is highly influenced by the diversity in society, which aligns well with the cultural perspectives of using film in the English classroom. Opening up the classroom for visual literacy, socio-cultural theory, investigating the film theory and the characters of motion-picture. Studies implicating that film is a good learning resource have taken into perspective that film can be divided into a numerous number of tasks, helping students with vocabulary, understanding of the surrounding world and interacting with global Englishes. By presenting different ways of working with film, students’ knowledge and understanding in the English language increase. But it all comes down on how it is used. This would open up for discussion but also an understanding of motion-picture history and technology.

The present thesis is concerned with the reflection of Global Englishes (GEs) and English as a Lingua Franca (ELF) in current teacher training manuals. The theoretical part introduces research into GEs and ELF with an emphasis on the pedagogical implications of the global role of English. The practical part consists in an analysis of four teachers training manuals of British provenance published between 2011 and 2014. Using a qualitative content analysis (see Schreier 2012), the author identifies in the selected publications textual material reflecting research into GEs and ELF. The identified textual material deals primarily with the teaching of language (e.g. pronunciation teaching) and culture (e.g. cultural relevance of materials), but attention is also paid to the current role of English in the world. On the basis of this material, the author then evaluates how the selected publications reflect research into GEs and ELF. The conclusion provides a summary of results, and suggestions for further research. Keywords: Global Englishes, English as a Lingua Franca, teacher training manuals, ELT, qualitative content analysis