Institution: Halmstad University/School of Teacher Education (LUT) Course: C-level paper, 15 credits Term: Spring 2010 Title: Two Sides of the Same Coin - A study of EFL-teachers knowledge regarding the divergences between British and American English; and the challenges which arise from having more than one accepted variety of English in EFL teaching. Pages: 41 Writer: Linda Jensen Purpose: The purpose of this essay is to ascertain if Swedish EFL teachers have sufficient knowledge regarding the differences between BrE and AmE, the two major varieties of English. Furthermore, I aim to examine what challenges are created when two models of English, BrE and AmE, are accepted in upper secondary schools in Sweden. Method: A quantitative web-based survey.Material: Questionnaire filled in by 59 EFL teachers in upper secondary schools in Halland, Sweden. Main results: Upper secondary EFL teachers in Halland, Sweden do appear to have a basic knowledge of the differences between BrE and AmE and as such a majority placed themselves in the correct category. However, there is a lack of consistency and all the teachers mixed the two varieties to some extent. The challenges that arise from having two accepted varieties in Swedish schools are amongst other things the question of the consistency rule, dealing with the value system associated with British and American English and the question of whether Mid-Atlantic English should be accepted as a third educational standard. Keywords: British English, American English, Mid-Atlantic English, divergence, EFL, consistency, challenges, value system.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hh-5037 |
| Date | January 2010 |
| Creators | Jensen, Linda |
| Publisher | Högskolan i Halmstad, Sektionen för lärarutbildning (LUT) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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