| dc.description.abstract | This study investigates EFL textbook tasks found in textbooks designed for lower secondary schools (years 8-10) in Norway, published after the Norwegian curriculum reform in 2020. Tasks from two textbook series, comprising three books each, are included in the analysis. This thesis aims to examine the alignments between textbook tasks and curriculum guidelines, regarding linguistic diversity and inclusivity, and whether the tasks facilitate various linguistic backgrounds in the EFL classroom. The reformed curriculum highly emphasizes the value of linguistic knowledge and diversity, elucidated both in the core curriculum and the English subject curriculum. Based on the analysis of 2,944 tasks, the findings of this study reveal tendencies arguing limited alignment between the tasks and the curriculum’s emphasis on the value of linguistic diversity. The majority of tasks requiring knowledge of additional languages for completion involve only Norwegian and English. However, Stages 8-10 align slightly more with the curriculum, with the series including a few tasks encouraging the involvement of languages beyond mere Norwegian. Furthermore, these results regarding limited linguistic inclusion beyond Norwegian, indicate a limited facilitation toward students with various linguistic backgrounds. | |
