The evolution of listening comprehension in Swedish policy documents for EFL between 1970 and 2022. : A content analysis of EFL policies for upper secondary school

Abstract: This paper aims to examine the evolution of the depiction of listening comprehension in Swedish curricula and attached policy documents for upper-secondary schools from the 1970s onwards to the contemporary ones by analyzing the content and placing it in relation to curriculum theory. The research approach for this paper was inductive since the prior knowledge in this field was limited. Further, the data for this paper are policy documents that regulate education as well as commentary material that argue for the relevance of the content presented in the respective document. Moreover, the data analysis method used is content analysis since the aim is to do a manifest and latent analysis of the content presented in policy documents to depict listening comprehension, thereby revealing how it has developed in accordance with socially situated ideals. The research questions for this paper are (1) How has the depiction of listening skills changed in Lgy70, Lpf94, Gy11 and Gy22 for English at the upper secondary school level? And (2) How are the differences between Lgy70, Lpf94, Gy11 and Gy22 related to the ideological trends during their time? By applying curriculum theory as the theoretical lens, two main advancements were recognized when examining curricular development. Firstly, the results suggest that Swedish curricula and attached educational policies have developed in the spirit of globalization to meet the requirements caused due to the theoretical reorientation of language learning. Secondly, attention to listening comprehension has evolved due to the increased presence of English in Swedish society since the 1970s. This development is illustrated in the increased amount of text in the policy documents for EFL that focus on function rather than formal aspects in the pursuit of strengthening communicative abilities.