Teachers’ interpretations regarding the revisions coming with Lgr22 : A study about the 2022 revision of the English syllabus, and the interpretations that English teachers have regarding the changes

Abstract: Some teachers see the curriculum as a guide that has to be followed, while others see it as a document of recommendations that support the teacher in his or her profession if needed. Changes to a curriculum will be interpreted in different ways depending on the individual. This study aims to investigate the revisions made to the English syllabus in Lgr11 coming in 2022, as well as to study how four English teachers working in compulsory school interpret these changes. This information is achieved through a qualitative study based on document analysis and interviews. Research has shown that Swedish teachers have experienced periods in which they have had the opportunity to teach the way they like, but also times when they have felt restrained by the steering documents. The results of this study show that the changes in the syllabus mostly concretise the document, making it easier to understand. The general meaning of the document remains the same, but the focus will shift from the aspect of abilities to the aspect of knowledge. The teachers interpret the changes to the syllabus as positive, because they believe that they will have more free space in their teaching as well as a more concrete and easily understood syllabus to work with. The conclusion of this study is that the changes that will be made to the English syllabus are not going to change the general meaning of the document, but will make the document clearer and more easily understood. Another conclusion is that the teachers do not believe that their work situation will change to any large extent, but they do think that the changes will make assessment a fairer process.