Speaker models and the English classroom: the impact of the intercultural-speaker teacher model in Norway
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In the present thesis, I examine the extent to which the intercultural-speaker model is acknowledged by teachers of English in Norway. As opposed to the native-speaker model, the model of the intercultural speaker focuses on the context in which intercultural communication takes place and how interlocutors can use their own background to master the interaction between them. My point of departure is that the teaching tradition in Norway is based on the native-speaker model, and I discuss how the aim of intercultural competence, as implied in the present school reform LK06, challenges this established tradition. Data has been collected quantitatively in the form of a survey questionnaire, and the analysis of 31 responses indicates that the intercultural-speaker model is only partially recognized. The age of the teachers, content versus proficiency focus in the English subject and conceptions of the English-speaking world seem to be influential factors as far as deviating attitudes is concerned.