Mixed ability English classes and the national syllabus: Ideals, realities and solutions
Varje år delar Skolforskningsinstitutet ut medel för forsknings som handlar om metoder och arbetssätt för undervisningens planering, genomförande och utvärdering som bidrar till barns och elevers utveckling och lärande. Inför årets utlysning av medel söker Joseph Siegel som arbetar på Örebro universitet lärare att samarbeta med i ett tänkt projekt. Nedan följer mer information. Intresserad? Kontakta email@example.com för att få reda på mer, helst innan 10 mars. Inbjudan gäller främst högstadielärare, men om du jobbar på annat stadium kan du alltid kontakta Joseph och se om det finns öppningar.
Bakgrunden till projektet är de utmaningar som kommer med att det finns stora skillnader i engelsk språkfärdighet mellan våra elever och i våra klasser idag.
Informationen nedan kommer från ett längre dokument om projektet som du kan få från Joseph. /Jessica
Do you teach a ”mixed abilities” English class? Teaching a group of students with wide ranging language proficiency and specific needs can be challenging in terms of keeping student attention, materials selection, groupings, and so on.
The purpose of this proposed research project is to address the issue of alignment between current teaching practices in mixed ability L2 English classrooms and the national syllabus. It aims to determine the extent to which current teaching practices align with the overarching objectives, core content, and knowledge requirements listed on the national syllabus. It aims to improve L2 pedagogy by (1) investigating the present state of L2 English instruction in mixed ability Swedish secondary school English classes (e.g., teacher strategies to accommodate very proficient and very weak English users in the same class); (2) comparing current practices and core content in the syllabus; and (3) implementing any necessary modifications in current practice (e.g., teaching techniques, materials selection, etc.) to ensure syllabus objectives are realized in the classroom.
• Identification of problems frequently encountered when teaching mixed ability L2 English;
• Identification of commonly used strategies to support all students in mixed ability classes;
• Development and trial of specific pedagogic and materials selection principles to aid teachers in teaching all parts of the curriculum to mixed ability classes;
• Examination of methods outlined in the national syllabus for formative and summative assessment of learners in mixed ability classes;
• A series of teacher education workshops;
• Experience in professional development through an action research framework.
This project is designed as cyclical action research (plan, act, observe, and reflect) and is divided into three phases over three years, starting in January 2020. Each phase would last approximately one year.
Interested teachers would be committing to a three-year project. They would participate in interviews and conduct data collection with their students (for example, surveys and samples of student work). In addition, teachers would agree to allow for class observations and/or to audio or video record their teaching. They would also be invited to participate in competency development workshops aimed at interpreting national syllabus objectives for English and incorporating those goals in their classrooms. Each participating teacher would be expected to devote 2 hours per week to the project (for example, for participating in interviews and workshops, reflecting on pedagogic decisions, etc.). Funding would be provided to employ teachers to be part of the project and to cover travel expenses, etc. in order for teachers to take part in teacher education sessions. Participating teachers would be able to withdraw from the project at any time for any reason.
Please email me at firstname.lastname@example.org by 10 March 2019 to indicate your interest in participating. We can include a maximum of 12 teachers in the project. The Skolforskningsinstitutet Research Grant deadline is near the end of April 2019 and involves an in-depth project description. Thus, the sooner we can collaborate on the final project details, the better.