Multilingualism in English textbooks in Austria, Norway and Spain

Abstract

This study analyses to what extent English textbooks from three European countries, Austria, Norway and Spain, reflect curriculum aims about multilingualism in national curricula and educational research on multilingualism more broadly. Six textbooks for lower secondary school were analysed focusing on texts and tasks that encourage students to make use of and reflect on their language repertoire. Findings from the textbook analysis show that the students’ language repertoires are in most cases ignored and only one of the six textbooks analysed contains any tasks that invite students to make use of their whole language repertoire. None of the textbooks contain texts or tasks concerning attitudes towards languages or multilingualism as a resource. The article calls for greater attention among textbook developers to curricular aims and current educational research concerning multilingualism. This is a precondition for textbooks to fulfil the desired function as agents of change promoting key pedagogical developments.