Exploring Student Agency in Narratives of English Literacy Events across School Subjects

Abstract

In contemporary academia, English-language reading assignments are prevalent, even in contexts where English is not the primary medium of instruction nor the local language. This presents a challenge for students with English as a foreign language (EFL) who seek to pursue a university education in their home country. This study investigates the presence of English literacy events in Swedish upper secondary schools outside of English classes and explores their implications for university readiness and educational equity. Using survey data from 163 EFL students and qualitative content analysis, students’ written comments revealed a notable absence of English literacy events in non-English subjects, with limited exposure to written English texts and occasional use of multimodal English activities. The findings underscore disparities in students’ opportunities to engage with academic English literacy practices, primarily influenced by individual factors. This paper delves into the interplay between individual dimensions, and institutional and social practices, in shaping student agency in English academic literacy practices.