Ulla Lundgren

Intercultural understanding in teaching and learning English An opportunity for Swedish compulsory education

Introduction

Intercultural understanding in teaching and learning english an opportunity for swedish compulsory education. Explore developing intercultural understanding through EFL in Swedish compulsory education. This study analyzes opportunities and obstacles across research, education, and teacher discourses.

Abstract

The aim of this study is to examine the prospects of developing intercultural understanding through English as a foreign language (EFL) in the Swedish comprehensive school. The study draws on perspectives applied to culture theory (Street, Hannerz, Thavenius, Sj?gren), current theories about language and culture (Kramsch, Byram, Risager), critical discourse analysis (Fairclough) and curriculum theory (Svingby, Englund). The intercultural dimension of EFL is analysed as an order of discourse with competing discourses: research discourse, education authority discourse and language teacher discourse. The findings are summarized as two categories: opportunities and obstacles for developing intercultural understanding in EFL education. Finally the three discourses are related to each other and a model is presented showing a space for the interpretation of teaching and learning in EFL.

Review

This study, "Intercultural understanding in teaching and learning English: An opportunity for Swedish compulsory education," addresses a highly pertinent and timely topic within modern language education. The aim to examine the prospects of developing intercultural understanding through English as a foreign language (EFL) in the Swedish comprehensive school is crucial, given the increasing interconnectedness of global societies and the role of language education in fostering global citizenship. The abstract immediately signals a comprehensive and theoretically grounded investigation, promising valuable insights into a complex pedagogical challenge. A significant strength of this work lies in its ambitious and multi-layered theoretical framework. By drawing on diverse perspectives spanning culture theory (Street, Hannerz, Thavenius, Sj?gren), contemporary theories of language and culture (Kramsch, Byram, Risager), critical discourse analysis (Fairclough), and curriculum theory (Svingby, Englund), the study positions itself to offer a nuanced understanding of its subject. Particularly noteworthy is the approach to analyzing the intercultural dimension of EFL as an "order of discourse," identifying and contrasting competing discourses from research, education authorities, and language teachers. This methodology promises to shed light on the structural and ideological forces shaping the implementation of intercultural understanding in the classroom. The structured presentation of findings into "opportunities" and "obstacles" for developing intercultural understanding is an effective way to communicate actionable insights. Furthermore, the abstract's mention of relating the three identified discourses and presenting a model for interpreting teaching and learning in EFL suggests a practical and conceptual contribution that could significantly benefit educators, policymakers, and researchers. This study appears to offer a rigorous analysis of a critical area, providing both theoretical depth and practical implications for enhancing intercultural understanding within foreign language pedagogy, particularly within the Swedish educational context, but with potential resonance for other national curricula.

Full Text

Comments

You need to be logged in to post a comment.