This study aims to examine how upper secondary English teachers work with foundationalvalues and controversial topics through fictional works in order to discuss the function of valuesand the civic mission in the EFL-classroom. The study was conducted using a qualitativeapproach through semi structured interviews, interviewing seven currently active uppersecondary English teachers. To structure the data from the interviews a thematic analysis wasapplied, and the theoretical approaches used for analysing the data were transformativepotential and narrative imagination.The results of this study show that the participants have an interest in using fictional workscontaining controversial issues for discussing foundational values in the classroom. The studyalso shows that there are both common challenges and advantages of teaching controversialissues through fiction. All participants had similar opinions about the advantages which werethe emergence of expanding worldviews and perspectives among pupils. The challengesmentioned among the participants were: reading in a second language, giving the pupils enoughpre-knowledge and knowing which position to take as a teacher during discussions aboutcontroversial topics. Noticeable differences in the teachers’ opinions were due to their lengthof work experience. Finally, the civic mission in the EFL-classroom could be distinguished inthe teachers’ arguments of why they implement fictional works with controversial topics intheir teaching.

The aim of this study is to investigate the approaches to teaching fictional texts that are exercised by English teachers with the intention of gaining an insight to the purpose of fictional texts in the Swedish EFL classroom. The levels in focus are the lower and upper secondary schools. The study was conducted by using a qualitative approach, and the data was collected through interviews with eight currently active English teachers in the Swedish school system. The results of the study reveal that the participants find selecting fictional texts for classroom, as well as student use, arduous to some extent. Correspondingly, the findings also show that the purpose of using fictional texts in the EFL classroom is to develop students’ social and cultural awareness by reading literary works with the following themes: post-colonial areas, arranged marriages, war zones, divorce, friendship, bullying, love and gender, religion, racism and death.

The purpose of this study is to discuss further how an English teacher in a Swedish high school can utilize a novel like Jane Austen´s Pride and Prejudice in their classroom. This has been investigated by looking at how to use the book thematically with the class topic and by looking at activities and ideas used by teachers who have worked with the book in its entirety. Other aspects such as student motivation, catering to students' interests and needs and looking at what the teacher can do to make the reading experience exciting and relevant for their students have also been considered. By further investigating how the topic class is presented in Pride and Prejudice through the characters, their connections, and aspirations, this study has also tried to answer whether it is possible to discuss a topic like class in Pride and Prejudice without mentioning the relationships and marriage.

This study suggests that fiction can be used not only for language acquisition, but also for discussing democratic values. In this qualitative study, the aim is to understand how teachers use fiction, what approaches they have and explore what types of tasks the participants combine when working with fictional texts. Through online surveys and interviews with six in-service 7-9 teachers, we found that most participants use fiction to allow students to discover linguistic expressions, expand their vocabulary and learn new words within a concrete context. When teachers adopt a critical literacy approach and combine reading fiction with other tasks in other skills, it opens up a possibility for students to understand and critically examine the world around them.  While looking at the results of the study in relation to critical literacy as defined by Janks (2013), it becomes clear that fiction offers a socially critical viewpoint where students can critically analyze the world around them through the literature and the different types of tasks associated with it. In the conclusion of this paper, limitations are presented and questions are posed to hopefully be further explored in the future.

This empirical degree project explores the use of Swedish in foreign language learning such as English and the subsequent consequences. For this study, we explored the positions of researchers regarding the topic and investigated how, when and why three teachers in Sweden used the Swedish language during English teaching. The study provides an overview of theories and literature regarding the use of first language during foreign language teaching. Some findings suggest that the first language should not be excluded in second language acquisition but incorporated with limited use. However, it could be problematic to incorporate the Swedish language for the students with different origins. In that scenario, the students would be forced to acquire a foreign language through their second or third language. The study also connects these findings and research to the theoretical background of the socio-cultural views in the classrooms and the zone of proximal development. The method used for this study was a qualitative data collection in the form of semi-structured interviews with three primary teachers. The results show that these teachers reported using the Swedish language with variations thus the common reason for usage of Swedish during English learning would be for instructing purposes. Moreover, research suggests that maximising the target language during foreign language learning would expose the students to utilize the target language and that if the teacher would overuse Swedish during foreign language teaching the students would not sense the need to practise the language. The study also investigates when and how the teachers believe their students are exposed to the English language. The participants agreed upon that the exposure of the English language occurs on daily basis for the students moreover, participants would also agree that most of the exposure would be extramural. Our major conclusion is that incorporating the Swedish language in English learning should be considered with care. Some research suggests that the first language may provide enough scaffolding for the students however, the teachers may find several variations of providing the scaffolding for the students without the incorporation of the Swedish language.

This degree project is a study investigating the views Swedish upper secondary English teachers have towards the use of video games as a medium through which to teach. The aim of the study was to gain insight into teachers’ views and what aspects they believed could encourage and/or inhibit the use of video games in the English foreign language (EFL) classroom. To achieve this aim, a sociocultural perspective was used along with a mixed method consisting of a survey study and semi-structured interviews. The survey was used to gain an idea of how teachers who have used video games in their classroom view the medium and the interviews were used to further analyse these views. The results show that in general teachers have a positive attitude towards the use of video games in the EFL classroom. The aspects of motivation and engagement were found to be important factors for successful learning with video games and the participating teachers generally agreed that video games can help students reach the overarching aims of the English subject. One of the greatest inhibitors found among the teachers was the logistical aspect. This included costs, time, and technological difficulties, and was something the teachers found both made the use of video games in the classroom difficult and which at times could make it ineffective. The aspect of assessment was also investigated, where it was found that most teachers did not believe video games could constitute a valid form of assessment in and of itself, but rather as an aid towards other forms of assessment.

Previous research claims that studies on pupil code-switching are lacking in number. Therefore, this study aimed to provide a picture of how lower secondary students in Sweden perceive code-switching inside and outside the Swedish EFL classroom, how the interlocutor affects the pupils’ code-switching as well as the pupils’ attitudes to the phenomenon. The material consists of semi-structured interviews with seven pupils at a lower secondary school. Qualitative content analysis was used as a method to process the interview data. The results show that code-switching occurs in relation to language proficiency in order to explain, annotate and exemplify second language content in the pupils’ first language and in this way enhance learning. This is done by the teachers when leading the class or by the pupils themselves in group discussions or during exercises. Furthermore, results show that interlocutors could be both enablers and be enabled to code-switch during discussions. In addition, the pupils had varied attitudes to code-switching where it was either seen as a mistake to code-switch, or that the pupils code-switched to add effect to their language. The pupils claimed to have different proficiency of the English language and spoke a varied amount of L1 during the lessons. However, all pupils agreed that English should be the primary language in the Swedish EFL classroom. The study concluded with a discussion on the pedagogical implications of the study where it could be used by teachers as a communicative resource.

This essay argues that literature enhances the discussions of sensitive issues in a Swedish EFL classroom. Building on reader-response theory and Judith A. Langer's envisionment building, the themes affinity, suicide and discrimination found in Sue Monk Kidd's novel The Secret Life of Bees could be discussed. The reader-response theory gives the pupils an emotional outlet that the envisionment builds on. However, the identified themes also need to be critically analysed to create rewarding discussions, and to be able to fulfil Langer's envisionment. This will hopefully make the pupils think more deeply about these social issues and question their own possible prejudices.

The aim of the present inquiry is to analyze the depiction of racism through given or withheld voice in Harper Lee’s novel To Kill a Mockingbird. A thematic analysis of marginalized and commonly occurring voices in the novel reveals discrepancies along an ethnic divide. Applying Critical Race theory affords the analytical tools of voice, ethnicity and stereotypes, while Critical Race Pedagogy provides the grounds for a discussion of how students can learn how to criticize ethnic hierarchies in classic works, such as To Kill a Mockingbird. The results of the inquiry show a clear hierarchy in which African American characters are often silenced. The critical lens focusing on voice, ethnicity and stereotypes, enables the reader to reach a more multifaceted examination of the novel by generating an in-depth view of racism. Discussing racist occurrences in a novel often lauded as the epitome of anti-racism in the EFL classroom, can possibly illustrate just how ingrained racism can be. As a result, the students may develop critical tools that, hopefully, empower them to raise their voices against racist acts in today’s society.

This essay explores the hierarchy amongst the characters in J.K Rowling’s Harry Potter novels with a theoretical focus on Critical Race Theory. The representation of the house-elves will be examined in relation to racism and slavery, which will be compared to values that have been influential in the past and that still shape society today. The result reveals that racism and slavery is presented throughout the novels and has a distinct connection with the British Empire as well as with Great Britain today. Counter narratives exhibit a new truth that is unveiled through the stories of the house-elves and create better understanding regarding discrimination. A pedagogical analysis has in addition been conducted on the novels to enhance the counter narratives through empathy. The student will with the novels, receive different perspectives that can help them to develop their empathic abilities.