Including Varieties of English in Teaching: A Survey of Teachers’ Practices in Swedish Upper Secondary School

Abstract: English teachers in Swedish upper secondary school often focus on Standard British and American English, although they agree with the syllabus that different varieties of English should be included in teaching. This study aimed to investigate to what extent English teachers include different varieties of English in the classroom. Previous work has failed to provide a comprehensive overview of the extent Swedish upper secondary school teachers include different varieties of English. In this study, 343 English teachers responded to an online questionnaire that was emailed to 887 upper secondary school units all over Sweden. The questionnaire consisted of closed and open questions about the teachers’ age group, time of graduation from a teacher education program, teaching experience, whether the teachers include different varieties of English in the classroom, how the varieties are included and how much the teachers perceived their teacher education programs to focus on different varieties. The responses were summarized and discussed in relation to the syllabus, previous research and whether the teachers’ backgrounds relate to the extent they include different varieties in the classroom. The study found that the teachers use a wide range of teaching practices and materials in various teaching areas to include a rich array of varieties in the classroom. More research is needed to conclude if there is a connection between teachers’ backgrounds and teaching about varieties of English. In conclusion, many English teachers in Swedish upper secondary school comply with the syllabus regarding varieties of English, although more varieties could be included to help raise the students’ language awareness.