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Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The purpose of this study has been to investigate whether the teaching of Enlish in grades 2-3 is individualized for different students conditions and needs and how teachers go about doing this. To answer this I prepared the following questions: 

  • What methods and tools do teachers use to design the teaching of English (grades 2-3) to meet students varying needs and conditions?
  • What do the teachers think they do to vary thier english teaching?
  • How do the teachers relate to the students who are at different levels in English?

This is a qualitative study based on completed observations and interviews. I have interviewed and observed three different teachers in different schools. The study is based on Lundgrens and Stensmos thoughts about framefactors and how they affect the teaching process, it is also based on the theory of Zone of proximal development and scaffolding. The results show that the teaching is individualized by the teachers offering a varied teaching with varying approaches that can satisfy many learning styles. Furthermore, the results show that teachers adapt the tasks for students based on their level during the lesson.

Place, publisher, year, edition, pages
2016. , 35 p.
Keyword [en]
Individualization, english teaching, primary school, framefactors
Keyword [sv]
Individanpassning, undervisning, engelska, lågstadiet, ramfaktorer
National Category
Educational Sciences
URN: urn:nbn:se:sh:diva-30250OAI: diva2:935032
Subject / course
Social and Behavioural Science, Law
Available from: 2016-06-10 Created: 2016-06-09 Last updated: 2016-06-10Bibliographically approved

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