| dc.description.abstract | 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. | no_NO |
