| Summary: | This study examines the representation of semiotic modalities and the interaction between illustrations and semiotic modalities in one similar chapter in two textbooks for the upper secondary school. The study takes on a comparative approach between the subject of Swedish and the subject of Swedish as a second language. The comprehensive method used in this study is that of critical discourse analysis, primarily, employing the first dimension of Fairclough’s (1995) three-dimensional model. However, the study uses both a qualitative and a quantitative method to answer the research questions. The results show that both textbooks had the same kind of semiotic modalities. However, the book used in the subject of Swedish had a higher count of semiotic modalities in most cases except for word count, subheadings and depicting pictures based on pictures per page. Both books show an interaction between different semiotic modalities throughout the chapters, although used in a more efficient way in the book used for the subject of Swedish. Nevertheless, the book used for the subject of Swedish as a second language had a higher interaction between pictures and text. The conclusions drawn, point to the importance of educating students in the complex relationship of multimodal text, pictures and semiotic modalities.
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