Using learning stations to develop student literacy for L2/L3 English learners in upper-secondary school in Norway

Abstract

This study investigates the use of learning stations as a teaching method for developing student literacy for L2/L3 English learners. The study takes place at an upper-secondary school in Norway. The case study follows two groups of students: one group of vocational students and one group of academic specialization students to find whether learning stations is an effective tool for these groups. The goal of the lessons is to develop the students’ ability to think and read critically. The study discusses the advantages and disadvantages of the teaching method, including the issues concerning big student groups and lack of teacher-provided structure at the learning stations that are student-led. During the project, the productivity level of the vocational students significantly increased although some of the students had trouble with the looser structure. The teaching method also worked well with bigger student groups, but the teacher experiences some issues with invisible students. In the future, one should measure the long-term impact of the increased productivity level of the students.