This paper links Systemic Functional-based multimodal discourse analysis and English as a Foreign Language (EFL) teacher education through the workshop “Multimodal Literacy in the EFL classroom” (MLEFL).

The present study aims to compare the type of instruction in lower vs. upper secondary school in Sweden, Austria, and France, countries ranking differently in the EF Proficiency index (Education First, 2019). Results seem to indicate that in lower secondary, Swedish teachers teach less explicitly than teachers in Austria and France.

Today, we globally observe a sharp increase in learners’ engagement in extramural (out-of-class) English (EE; Sundqvist 2009). This undoubtedly affords new opportunities for, but also challenges to, English language teaching (ELT) and learning. To our knowledge, this study is the first to explore this topic from a cross-national perspective.

This longitudinal case study examines reading difficulties identified in Grade 2 and Grade 6 national assessment test (NAT) scores in relation to Grade 9 NAT in Swedish (L1) and English (L2).