Att navigera kontroversiella ämnen i EFL-klassrummet

The integration of controversial topics in the EFL classroom presents both pedagogical opportunities and challenges. Although studies have shown that addressing controversial topics can help students develop their critical thinking, and the Swedish curriculum encourages such topics, research shows that many teachers choose to avoid controversial topics. Through a qualitative research method, we interviewed five English teachers who work in Swedish upper secondary schools to understand their experience with controversial topics in their classrooms and how they address them. This study investigates how controversial topics are addressed and the benefits and challenges with including controversial topics in EFL classrooms. The results show that teachers are in agreement that controversial topics are important and useful in the EFL classroom for multiple reasons. Our results suggest a strong correlation between controversial topics and critical thinking in the classrooms. Results also show that controversial topics are a useful way to work with questions that support democratic values, which is important as this should be included in each subject in Swedish upper secondary school. On the other hand, implementation is not always successful. The main reason for this is the school culture in which the teachers either gain support or get discouraged from including controversial questions. Student attitudes are also a factor that could hinder successful implementation, as the results show that this in turn affects teacher attitudes. Our study highlights the need for support that teachers should receive from their university studies and workplace institutions to be able to successfully implement controversial topics in the classroom.