English Domination in Swedish Foreign Language Education. A Contrastive Analysis of Opinions From Students and Teachers Regarding English and the Modern Languages

Abstract

Modern English stands as a global Lingua Franca, meaning it is the standard language for communication between speakers of differing native languages. This paper explores its dominant status in the world and impact on other languages in the field of foreign language education, and analyzes literature written on the topic of English linguistic dominance from different parts of the world. As this paper specifically addresses how English affects the Modern Languages in Sweden, research was conducted at a Swedish upper secondary school. The empirical data touches on the relationship between English and the Modern Languages, featuring questionnaires given to students and interviews held with teachers. The results from the questionnaires show that students tend to be comparatively less proficient in the Modern Languages and more motivated to study English, with few of them seeing purpose in committing to learn the Modern Languages. The answers from the interviews suggest that most students are unconfident and disinterested in the Modern Languages when compared to English, and that these factors decrease their motivation to study. By all indications, it seems that students do not apply themselves to the Modern Languages because they are confident that knowing English alone will suffice for their future. A number of possible solutions for this problem are presented and discussed, including promotion of the target language and culture in Modern Language classrooms, empowering the students’ identities as non-native speakers of English and the Modern Languages, and adjusting how lessons are structured.