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ESL or EFL?: How teachers and students in Sweden perceive the English language in an upper secondary school setting
Stockholm University, Faculty of Humanities, Department of English.
2016 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This study investigates how Swedish upper secondary school students and their teachers perceive the English language. English is a global language and is not solely connected to countries that have been a part of the British Empire and the USA anymore. In Sweden, the English language is part of the people’s daily lives and has an elevated position in Swedish society. This elevated position can be seen in the Swedish syllabus, which shows that English teaching is moving away from a strict EFL teaching and is moving towards a focus on developing abilities to use English as a lingua franca and education about the status that English has in Sweden. The data in this study were collected through two questionnaires, one for upper secondary school students and one for upper secondary school teachers. There were 28 students and 6 teachers taking part in the study. The students and the teachers had different perceptions of the English language. The majority of the students regarded English as their second language and the majority of the teachers regarded English as their own second language but considered English to be a foreign language for their students. This study also analyses if the syllabus for English in upper secondary school in Sweden directs teachers towards ESL or EFL teaching. The syllabus has no obvious guidance towards ESL or EFL, but there are elements that imply that ESL teaching is preferred. 

Place, publisher, year, edition, pages
2016.
Keyword [en]
English, Sweden, ESL, EFL, Perception, Upper secondary school, ELT, Syllabus
National Category
Humanities
Identifiers
URN: urn:nbn:se:su:diva-131513OAI: oai:DiVA.org:su-131513DiVA: diva2:940635
Examiners
Available from: 2016-06-22 Created: 2016-06-21 Last updated: 2016-06-22Bibliographically approved

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