Teaching English as a Third Language to Minority Adult Learners in Norwegian Secondary Schools

Abstract

The aim of this study was to explore English teachers’ teaching techniques perceived as important when teaching English as a third language (L3) to minority adult students in secondary schools. Using a quantitative research approach, 95 teachers from two districts in the Viken county of Norway completed a 15-item questionnaire titled. Perceived Strategies for English Teaching Scale and an open-ended question about ways of teaching vocabulary for effective English teaching to support students learning in their classrooms. Descriptive statistics, ANOVA, and t-tests were used to analyse the data. The results showed that teaching vocabulary, reading, and grammar, among others, were strategies considered as important in teaching English. Reflecting on teachers challenging roles in teaching English as L3 to minority adult learners with varied English knowledge a collaborative teaching strategy was found to be very useful. The respondents also identified certain ways of teaching vocabulary to support students learning. Implication for further research is discussed. Keywords: Norway, English teaching, minority students, teaching strategies