Den engelska rösten: Lärares uppfattningar och förhållningssätt tillaccentvariation

The limited exposure to various English accents in Swedish schools, may hinder pupils’ ability to understand others and may reinforce beliefs that some accents are superior to others. Despite this, there is limited research in Sweden on how teachers approach accent variation. This study aims to inform more inclusive teaching practices by reporting on how English secondary school teachers in Sweden perceive and integrate various English accents into their teaching. Using a qualitative approach, data was collected through semi-structured interviews with five teachers in Skåne County. The thematic analysis of the results revealed that teachers hold a generally positive attitude towards accent inclusion, viewing it as important. At the same time, teachers showed a strong preference for American and British accents, which they attributed to the influence of societal norms, textbook content and the dominance of these accents globally. Teachers furthermore stressed the importance of intelligibility and communication, integrating accents through authentic materials and project-based work, although textbooks remained a significant part of their teaching strategies. The results suggest that, despite teachers viewing accent diversity as important, classroom exposure to accents remains unequal. These findings support previous research and highlight the need for clearer curriculum guidelines and more intentional choices regarding both accent variation and integration in order to foster a more inclusive language learning environment.