Representationen av Engelska som ett Internationellt Språk och Lingua Franca Core i Engelskspråkiga läroböcker i Sverige

This study explores how English as an International Language (EIL) and the Lingua Franca Core (LFC) are represented in English language textbooks used for Swedish upper secondary education. Although English is increasingly recognised as a global communication tool, textbooks often continue to prioritise native-speaker (NS) norms, which raises concerns about their relevance in diverse, multilingual settings. This study addresses the issue by conducting an analysis of seven English 5 textbooks using qualitative discourse analysis alongside quantitative frequency methods for data presentation. Particular attention is given to lexical and cultural elements, as well as to features related to LFC. This was further supported by a questionnaire for the textbook authors. Findings reveal a predominance of what Kachru (1985) describes as Inner-Circle varieties, particularly British and American English, while Outer- and Expanding-Circles representations are increasing yet still limited. LFC principles, which emphasise intelligibility over native-like pronunciation, are scarcely incorporated, with textbooks continuing to emphasise traditional Inner-Circle models. These results have significant implications for English Language Teaching (ELT). By predominantly reflecting NS’ norms, current textbooks may inadequately prepare students for the realities of global communication, where non-native interactions dominate. The findings indicate a need for more inclusive and pedagogically practical approaches to English language education. These should integrate diverse English varieties and prioritise intelligibility in order to better align with Sweden’s educational objectives and the demands of a globalised context. This research underscores the importance of adapting ELT materials to support effective and culturally sensitive communication skills for students in international contexts.