This essay aims to shed light on the quality and frequency of idiomatic language use in two textbook series developed for English teaching in Sweden in years 7-9.

The study was motivated by the knowledge that learning materials have received little attention in Swedish teacher education programmes even though the ability to evaluate them regarding core content and student needs is of the utmost importance. The decision to focus this essay on the area of idiomatic language grew out of an idea that the teaching of idiom in the English classroom tends to fall by the wayside, despite idiomaticity being very important in true language fluency.

The intention was to collect data that could be of benefit to teachers of English in Sweden and simplify the process of making in-depth and qualified choices of learning materials.The results indicate that one series had a very high level of idiomaticity overall, but a low degree of qualitative idiomatic phrases and few examples of recycling. The second series contained a lower degree of idiomaticity but a more even progression and a larger amount of structured learning opportunities.

Within the four analysed textbooks not a single case of pure idiom could be identified, highlighting the need for more explicit guidelines regarding figurative language content in the English curriculum for years 7-9.