Tímarit um menntarannsóknir - 01.01.2009, Qupperneq 115

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Tímarit um menntarannsóknir, 6. árgangur 2009
Breytingar á uppeldissýn í leikskóla
and approaches to be used at the compulsory
level. The curriculum guide recommends the
use of a variety of techniques, activities, and
materials that challenge and appeal to pupils,
strengthen their self-confidence and take
into account diverse learning needs. Some
examples of teaching techniques and activities
that are recommended in the curriculum guide
are the use of songs, games, role play, themes
and project work. Teachers are encouraged to
use individual, pair and group work, integrate
English teaching with other subjects and use
information and computer technology in their
teaching.
As children progress in their English
learning, teachers are expected to increase
their use of English in the classroom. The
curriculum guide states that English should
be used during instruction to a large extent in
grades 7 and 8 and exclusively in grades 9 and
10. Training in the use of learning strategies,
independent work habits, and cooperative
learning are considered important factors of
language learning. Emphasis is also put on
assisting pupils in becoming autonomous
learners through goal-setting, self-assessment,
and the use of learning aids such as dictionaries
and correction tools. Finally, importance is
placed on active and creative language use
and establishing and maintaining positive
attitudes towards the learning of English
(Menntamálaráðuneytið, 2007).
The objectives and recommendations of the
National Curriculum call for lessons that focus
on individual learner needs and abilities. Hafdís
Ingvarsdóttir (2007) views this move towards a
more personalized approach as a paradigm
shift in language pedagogy, a shift which gives
more attention to individual differences and
social factors affecting language acquisition.
The goal of learner autonomy or getting
learners to accept responsibility for their
own learning implies a change from teacher-
directed instruction to that of learner-centered,
self-directed learning (Ingvarsdóttir, 2007;
Little, 1999, 2003). It also calls for changes
in language assessment which recognize the
importance of an integrated link between
teaching and assessment and the role of self-
assessment in learning.
The following sections of the article look at
recent studies of English teaching in Icelandic
schools. The discussion will focus on three
main themes: teaching methods, use of English
in the classroom and assessment methods,
and how classroom practices in regard to the
themes differ according to age levels. The
findings of the studies will also be examined in
reference to the National Curriculum objectives
for English teaching at the compulsory level in
Iceland.
English teaching methods
The body of research into language teaching
and classroom practices in Icelandic schools is
small but growing. Although more classroom-
based research is needed to provide a more
complete picture, recent studies shed light
on the current situation regarding English
language instruction at the primary and lower
secondary school levels.
A comprehensive evaluation of English
language teaching at the compulsory school
level, commissioned by the Ministry of
Education, was carried out in 2005-2006. Eight
schools representing a cross-section of school
sizes and rural and urban areas participated
in the evaluation. Data was obtained from a
number of sources such as school curricula and
syllabi, school assessments, teacher and pupil
questionnaires, interviews with teachers, and
classroom observations (Lovísa Kristjánsdóttir,
Laufey Bjarnadóttir & Samúel Lefever, 2006).
Written questionnaires were given to pupils
in grades 5, 9 & 10 (aged 10-16) and their
English teachers. The questionnaires surveyed
the pupils’ and teachers’ attitudes towards the
teaching and learning methods and materials
used in English instruction. Approximately
800 pupils and 23 teachers participated in the
survey.
One of the objectives of the questionnaires
was to gather information about teaching
methods used in English instruction and