Mellan Raderna: Grammatikundervisning i Svensk Gymnasieskola i Engelska som Främmande Språk : En Kvalitativ Blandad Metodstudie om Läroböcker kontra Klassrumspraktik

This study investigates the relationship between grammar instruction in Swedish upper secondary English 5 coursebooks and the pedagogical practices reported by English teachers. The aim is to explore how grammar is represented in selected coursebooks and how teachers reportedly interpret and adapt this content in practice. The study applies Communicative Language Teaching (CLT) as a theoretical framework, which emphasises grammar as a tool for meaningful communication rather than as isolated rules. Using a mixed-methods approach, the study combines content analysis of three English coursebooks – Echo 5 Main Issues, Core English 1, and Solid Gold 1 – with semi-structured interviews with eight upper secondary EFL teachers. The content analysis revealed that the coursebooks consistently present core grammatical topics, e.g., verb tenses, sentence structure, and modals, through prescriptive grammar instruction and decontextualised exercises. The interviews revealed that the teachers often integrate grammar instruction into authentic tasks, using pupil writing, real-world materials, and digital tools to develop communicative competence. A distinction emerged between academic and vocational programme teachers. Academic teachers emphasised formal and advanced structures, while vocational teachers prioritised functional grammar for practical communication. The study concludes from the content analysis and the interviews that although coursebooks provide foundational structure, they are often insufficient for supporting responsive instruction. The findings highlight the need for better alignment between instructional materials and communicative pedagogical approaches, suggesting that grammar teaching should be both flexible and contextually meaningful to support effective language acquisition.