The purpose of this essay is to examine how teachers teach English and if they feel that their knowledge of English is enough to be teaching English. I will examine this through observations of four English teachers and then I will let them answer a questionnaire. During the observations I will look at the amount of English the teacher speaks, which methodology the teacher uses and the content of the lesson. The methodology that the teachers used during my observations was, total physical response, scaffolding, zone of proximal development, pronunciation, phrases and behaviorism. What I could see during to my observations was that in the classes where the teacher spoke more English than Swedish the pupils did so too. I could also see that the teachers used different methods during their lessons because they wanted to benefit all pupils, since the pupils prefer to learn in different ways. The content of the lessons was a subject that the pupils can easily relate to and has an interest in. From the questionnaires I could see that all teachers considered themselves to be at the same level in their knowledge of English according to which level they marked in the CEFR-scale. Three of the teachers said that their English knowledge didn’t affect their English lessons or their choice of methods. One of the teachers said that her English knowledge did affect her English lessons and her choice of methods since her pronunciation isn’t that good.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-28201 |
| Date | January 2015 |
| Creators | Hammarlund, Sofia |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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