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The following study aims to examine how multimodal texts are used in English as a foreign language education in a Swedish school. It explores both how multimodal texts occur in learning materials as well as how teachers could use these learning materials when teaching their pupils. The study is based on the theory of social semiotics by van Leeuwen (2005) and uses a model for analysis of teaching materials by Danielsson and Selander (2014). Two methods are used in the study: a think-aloud-method and a teaching material analysis. The result of the study shows that the teachers who were part of the survey showed a deep understanding of how different modes in the teaching materials could be used in meaning-making for the pupils. Furthermore the result also showed that the teachers often used external resources, such as movies, books and Youtube clips in their teaching. The teaching material analysis showed that the two pages in the teaching materials that were used were rich of different modal resources and that these resources were of high quality. Using teaching materials and external resources in a well functioning way creates an opportunity for meaning-making for the pupils. The teachers that were part of the survey used these in a well functioning way, even if they were not explicitly conscious of this. The use of multimodal texts in education is a cornerstone in creating a widened literacy within the pupils and giving them the ability to communicate in the modern world of multimedia.

The following study aims to examine how multimodal texts are used in English as a foreign language education in a Swedish school. It explores both how multimodal texts occur in learning materials as well as how teachers could use these learning materials when teaching their pupils. The study is based on the theory of social semiotics by van Leeuwen (2005) and uses a model for analysis of teaching materials by Danielsson and Selander (2014). Two methods are used in the study: a think-aloud-method and a teaching material analysis. The result of the study shows that the teachers who were part of the survey showed a deep understanding of how different modes in the teaching materials could be used in meaning-making for the pupils. Furthermore the result also showed that the teachers often used external resources, such as movies, books and Youtube clips in their teaching. The teaching material analysis showed that the two pages in the teaching materials that were used were rich of different modal resources and that these resources were of high quality. Using teaching materials and external resources in a well functioning way creates an opportunity for meaning-making for the pupils. The teachers that were part of the survey used these in a well functioning way, even if they were not explicitly conscious of this. The use of multimodal texts in education is a cornerstone in creating a widened literacy within the pupils and giving them the ability to communicate in the modern world of multimedia.

The aim of this study is to examine the use of different text types and reading comprehension strategies used within the Swedish language education. In addition, we examine the teachers' obstacles, possibilities, comfortability and experiences within this field. This survey takes place within the county of Borås in Sweden and consists of responses from a total of 26 teachers that are legitimized to educate in the Swedish subject and that answered the survey. This study uses a quantitative inquiry method in the form of a survey in order to conduct the study. The results showed that the teachers in our study often use various reading comprehension strategies in their student education, even if some of the strategies are used less than others. It also showed that the teachers for the most part are comfortable with the use of different texttypes and use them in their student education, although some are used to a greater degree and with higher comfortability than some of the other text types. The study also showed that the teachers only see few obstacles to this kind of education and that they also see a lot of opportunities to conduct this kind of education in a cross curriculum manner. The last result shown by this study was that a majority of the teachers lack further continuous professional development in this area. Some of the teachers have further knowledge development but those that lacked it wanted to take part in this in the future.

The aim of this study is to examine the use of different text types and reading comprehension strategies used within the Swedish language education. In addition, we examine the teachers' obstacles, possibilities, comfortability and experiences within this field. This survey takes place within the county of Borås in Sweden and consists of responses from a total of 26 teachers that are legitimized to educate in the Swedish subject and that answered the survey. This study uses a quantitative inquiry method in the form of a survey in order to conduct the study. The results showed that the teachers in our study often use various reading comprehension strategies in their student education, even if some of the strategies are used less than others. It also showed that the teachers for the most part are comfortable with the use of different texttypes and use them in their student education, although some are used to a greater degree and with higher comfortability than some of the other text types. The study also showed that the teachers only see few obstacles to this kind of education and that they also see a lot of opportunities to conduct this kind of education in a cross curriculum manner. The last result shown by this study was that a majority of the teachers lack further continuous professional development in this area. Some of the teachers have further knowledge development but those that lacked it wanted to take part in this in the future.