Teaching English in introduction classes. A case study of challenges and facilitating factors for teachers who teach English in introduction classes

Abstract

The aim of this study was to get more knowledge about how teachers teach English in introduction classes, and to gain more insight into the challenges and facilitating factors teachers meet in this particular teaching situation. The research project was designed as a particularistic observational case study. Both qualitative and quantitative methods were used to collect data in an introduction class in a lower secondary school. The methodology used in this thesis allowed me to collect, interpret, and analyse in-depth data of how teachers teach English in introduction classes, and what the teachers’ main challenges and facilitating factors are when teaching English in introduction classes.

The project has identified some factors that have an impact on teachers teaching English in introduction classes. Mapping of the pupil’s English competence when they started in introduction classes made it possible for teachers to teach English as it contributed to adapted teaching when the pupils were divided into competence groups. The thesis also indicates the importance of using the pupil’s first language as a resource when teaching English in introduction classes. The lack of curriculum and suitable textbooks was identified as challenges for teachers teaching English in introduction classes. In this specific teaching situation I found that using English to learn Norwegian and Norwegian to learn English was a facilitating factor for the teachers. The findings offer empirical support of how teaching English in introduction classes can become a better practise.