To achieve the Swedish National Agency for Education’s (2022) aim of developing all-round communicative skills, knowledge of the vast diversity of English may be needed. Therefore, this study analyses the representation of standard and non-standard varieties in four EFL textbooks aimed for the English 5 course in Swedish upper secondary school. The study applies the theory of linguistic variation and includes consideration to sociolinguistics in terms of differences within varieties. The methodological approach is based on qualitative ethnographic content analysis, where textbooks are systematically analysed to determine how standard and non-standard English varieties are showcased. The textbook material consists of Blueprint A Version 1.0 (2002), Blueprint A Version 3.0 (2017), Pick & Mix 1 (2013), and Echo. 5. Main Issues (2013). The results show a vast representation of standard varieties of English, while non-standard varieties constitute a limited representation. The linguistic variation in regard to standard English is instead observed in the use of slang and informal language within standard varieties such as American English and British English. This demonstrates an outcome in the textbooks of favouring standard varieties over non-standard varieties, which entails implications for the teaching profession in terms of a reliance on teachers to introduce language variation through other channels.

This study examines the attitudes of adolescent Swedes towards speakers of British and Middle Eastern varieties of English. Due to the ongoing wars in the Middle East and elsewhere, and thus the stream of refugees seeking sanctuary in Sweden and other European countries, many children from diverse backgrounds have been and will be enrolled in Swedish schools. Considering their right to democratic, humane and inclusive education, it is of importance to identify and oppose possible prejudice and preconceptions towards foreign languages, cultures and religions at an early state. This study aims towards this goal. The study, carried out among Swedish teenagers, is based on a matched-guise test in combination with an Osgood scale. The pre-recorded speakers were from Iran, Syria, and Britain.       The results of the study prove that there were preconceptions regarding Middle Eastern varieties of English, yet they can be both positive and negative. It is evident that the majority of the informants perceived the Middle Eastern speakers of English negatively with regard to traits that may be related to education, economy and intelligence, yet they rated the same speakers positively with regard to traits that may be correlated to emotional and social capacity. Interestingly enough, the study also provides evidence to suggest that British speakers of English are perceived favourably with regard to traits that may be related to education, economy and intelligence, yet negatively with regard to traits that may be correlated to emotional and social capacity. Overall, the study mainly provided results that confirm findings of previous research within the field.