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LIST OF TABLES XI LIST OF FIGURES XV EXPLANATION OF THE TRANSCRIPTIONS XVI ACKNOWLEDGEMENTS XVII
1 INTRODUCTION 1
1.1 BACKGROUND 1
1.2 THE NORWEGIAN EFL READING CONTEXT 4
1.2.1 READING ABILITIES 4 1.2.2 COGNITIVE ABILITIES 6 1.2.3 VOCABULARY 8 1.3 AIMS 10
1.4 RESEARCH METHOD 13
1.5 CONTRIBUTION 15
1.6 STRUCTURE OF THESIS 15
2 TEACHING ENGLISH AS A FOREIGN LANGUAGE IN NORWAY 17
2.1 INTRODUCTION 17
2.2 ENGLISH WITHIN NORWEGIAN SCHOOL EDUCATION 17 2.2.1 THE LK06ENGLISH SUBJECT CURRICULUM 21 2.2.2 LK06 CURRICULUM IMPLEMENTATION 25 2.2.3 THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES AND THE
EUROPEAN LANGUAGE PORTFOLIO 27
2.2.4 NATIONAL TESTS IN ENGLISH 30 2.2.5 TEACHER EDUCATION 31 2.2.6 TRANSITION FROM LOWER TO UPPER PRIMARY SCHOOL 33
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FRAMEWORK FOR BASIC SKILLS 35
2.4 SUMMARY 44
3 LANGUAGE TEACHING AND LEARNING 45
3.1 INTRODUCTION 45
3.2 RESEARCH ON SECOND LANGUAGE ACQUISITION (SLA) FACTORS 45 3.2.1 AGE AND SECOND LANGUAGE LITERACY 47 3.2.2 COMPREHENSIBLE INPUT AND OUTPUT 49 3.2.3 LANGUAGE INPUT OUTSIDE SCHOOL 53 3.2.4 LANGUAGE USE WITHIN THE CLASSROOM 54 3.2.5 SUMMARY 54
3.3 DIFFERENTIATION 55
3.4 INTERACTION IN THE CLASSROOM 61
3.5 TEACHER COGNITION 66
3.6 THEORETICAL FRAMEWORK 68
3.7 SUMMARY 71
4 READING THEORY AND RESEARCH 73
4.1 INTRODUCTION 73
4.2 READING DEFINITIONS AND SKILLS 73
4.3 READING PROCESS: LEVELS OF PROCESSING 74
4.3.1 LOWER-LEVEL PROCESSING 74 4.3.2 WORKING MEMORY 78 4.3.3 HIGHER-LEVEL PROCESSING 79 4.4 READING SKILLS/LINKING L1 AND L2 READING ABILITY 83 4.4.1 L1 AND L2 WORD READING, DECODING, AND READING SKILLS 85 4.4.2 VOCABULARY 89 4.4.3 READING FLUENCY 98
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4.5.1 THE ROLE OF CONTEXT IN L2 READING 107 4.5.2 THE ROLE OF BACKGROUND KNOWLEDGE IN L2 READING 108 4.5.3 KNOWLEDGE OF TEXT TYPE 110 4.5.4 L2LANGUAGE KNOWLEDGE/PROFICIENCY 111 4.5.5 READING STRATEGIES 112
4.6 READING DEVELOPMENT AND INSTRUCTION 117
4.7 SUMMARY 127
5 READING APPROACHES 129
5.1 INTRODUCTION 129
5.2 MATERIALS 130
5.2.1 AUTHENTIC VERSUS SIMPLIFIED READING MATERIALS 131 5.2.2 THE TEXTBOOK 137 5.2.3 GRADED READER SERIES 139 5.2.4 CHILDREN’S LITERATURE – AUTHENTIC TEXTS 147 5.2.5 SUMMARY 149
5.3 INTENSIVE READING AND EXTENSIVE READING 149
5.4 SHARED READING AND GUIDED READING 154
5.5 THE EARLY YEARS LITERACY PROGRAM (EYLP) 157 5.5.1 INTRODUCTION 157 5.5.2 THE EYLP IN AUSTRALIA 157 5.5.3 THE EYLP IN NORWAY 159
5.6 SUMMARY 164
6 METHOD 165
6.1 INTRODUCTION 165
6.2 DESIGN OF THE STUDY 165
6.3 TEACHER QUESTIONNAIRE 169
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6.3.3 QUESTIONNAIRE INSTRUMENT 173 6.3.4 QUESTIONNAIRE PROCEDURE 179 6.3.5 QUESTIONNAIRE DATA ANALYSIS TECHNIQUES 179
6.4 THE CASE STUDY SCHOOLS 181
6.4.1 THE CASE STUDY SCHOOLS: AIMS AND DATA SOURCES 181 6.4.2 CASE STUDY SAMPLE 182 6.4.3 OBSERVATION CODING INSTRUMENT 188 6.4.4 OBSERVATION PROCEDURE 192 6.4.5 OBSERVATION DATA ANALYSIS 193 6.4.6 INTERVIEW INSTRUMENT AND PROCEDURE 194
6.5 RELIABILITY AND VALIDITY 196
6.5.1 RELIABILITY 196 6.5.2 VALIDITY 198
6.6 ETHICS 200
6.7 SUMMARY 201
7 QUESTIONNAIRE RESULTS 203
7.1 INTRODUCTION 203
7.2 DEMOGRAPHIC VARIABLES 203
7.3 EXPERIENCE AND QUALIFICATIONS 205
7.4 TEACHERS’ PRACTICES 207
7.4.1 READING APPROACH 208 7.4.2 TEXTS AND MATERIALS 211 7.4.3 METHODS FOR USING TEXTS 215 7.4.4 READING INSTRUCTION COLLABORATION BETWEEN TEACHERS 221 7.4.5 LANGUAGE USE IN CLASSROOM 222 7.4.6 THE EUROPEAN LANGUAGE PORTFOLIO (ELP) 223 7.5 TEACHERS’ PERCEPTIONS OF TEACHING EFL READING 224 7.5.1 QUALIFICATIONS 225
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7.5.4 PRACTICAL ISSUES – MATERIALS AND TIME 232
7.6 SUMMARY OF THE CHAPTER 233
8 CASE STUDY SCHOOLS 235
8.1 INTRODUCTION 235
8.2 TEXTBOOK-BASED APPROACH –SCHOOL 1 236
8.2.1 HOW THE READING APPROACH WAS USED 236 8.2.2 GRADE 4 MATERIALS 237 8.2.3 GRADE 4 LESSON OBSERVATIONS 237 8.2.4 GRADE 5 MATERIALS 245 8.2.5 GRADE 5 LESSON OBSERVATIONS 246 8.2.6 SCHOOL 1 TEACHER INTERVIEW 254 8.2.7 SCHOOL 1 STUDENT INTERVIEWS 261
8.3 COMBINATION APPROACH SCHOOL –SCHOOL 2 262
8.3.1 HOW THE READING APPROACH WAS USED 262 8.3.2 GRADE 4 MATERIALS 264 8.3.3 GRADE 4 LESSON OBSERVATIONS 264 8.3.4 GRADE 5 MATERIALS 274 8.3.5 GRADE 5 LESSON OBSERVATIONS 275 8.3.6 SCHOOL 2 TEACHER INTERVIEWS 283 8.3.7 SCHOOL 2 STUDENT INTERVIEWS 288
8.4 COMBINATION APPROACH SCHOOL –SCHOOL 3 290
8.4.1 HOW THE READING APPROACH WAS USED 290 8.4.2 GRADE 4 MATERIALS 291 8.4.3 GRADE 4 LESSON OBSERVATIONS 291 8.4.4 GRADE 5 MATERIALS 299 8.4.5 GRADE 5 LESSON OBSERVATIONS 300 8.4.6 SCHOOL 3 TEACHER INTERVIEW 308 8.4.7 SCHOOL 3 STUDENT INTERVIEWS 314
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8.5.2 MATERIALS 318 8.5.3 GRADE 4 LESSON OBSERVATIONS 319 8.5.4 GRADE 5 LESSON OBSERVATIONS 325 8.5.5 TOPICS AND PROJECTS 337 8.5.6 COMPARING THE FOURTH- AND FIFTH-GRADE APPROACHES 338 8.5.7 SCHOOL 4 TEACHER INTERVIEWS 339 8.5.8 SCHOOL 4 STUDENT INTERVIEWS 348
8.6 SUMMARY 351
9 DISCUSSION 353
9.1 INTRODUCTION 353
9.2 SUB-RESEARCH QUESTION 1: WHAT MATERIALS, ACTIVITIES, AND INSTRUCTIONAL PRACTICES DO GRADE 4 AND 5 TEACHERS USE TO TEACH ENGLISH READING? 355 9.2.1 MATERIALS 355 9.2.2 PRACTICES 360 9.2.3 READING SKILLS 367 9.2.4 TRANSLATION, LANGUAGE USE, AND CHOICE 370 9.3 SUB-RESEARCH QUESTION 2:TO WHAT EXTENT DO THE READING APPROACHES ENABLE
DIFFERENTIATION IN READING INSTRUCTION? 372
9.3.1 DIFFERENTIATION IN READING MATERIALS 373 9.3.2 DIFFERENTIATED PRACTICES USING READING MATERIALS 376 9.3.3 INTENSIVE AND EXTENSIVE READING AS METHODS OF DIFFERENTIATION 381 9.4 SUB-RESEARCH QUESTION 3: WHAT DIFFERENCES ARE THERE IN THE READING INTERACTION BETWEEN TEACHERS AND STUDENTS IN THE READING APPROACHES? 385 9.4.1 TEACHER-STUDENT INTERACTION DURING READING ACTIVITIES 385 9.4.2 EXPECTED STUDENT RESPONSES 392 9.5 SUB-RESEARCH QUESTION 4:WHAT ARE TEACHERS’ PERCEPTIONS OF THEIR ENGLISH
READING INSTRUCTION AND BEST PRACTICE? 396
9.5.1 TEACHERS’ REPORTED VIEWS ON MATERIALS 399
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9.5.4 THE STRENGTHS OF THE READING APPROACHES 406 9.6 STUDENT PERSPECTIVES ON THE READING APPROACHES 408 9.7 COMPARISON OF THE READING APPROACHES IN THE CASE STUDY SCHOOLS 410
9.8 IMPLICATIONS 414
9.8.1 READING SKILLS 414 9.8.2 DIFFERENTIATION 416 9.8.3 TEACHER TRAINING AND DEVELOPMENT 419
9.9 LIMITATIONS 425
9.9.1 DESIGN LIMITATIONS 425 9.9.2 INSTRUMENT LIMITATIONS 426 10 CONCLUSION 429 11 REFERENCES 435
12 APPENDIX 472 12.1 APPENDIX 1: VOCABULARY AND THE CEFR 472
12.2 APPENDIX 2:NSD PERMISSION 476
12.2.1 APPENDIX 2A:NSD PERMISSION LETTER 476 12.2.2 APPENDIX 2B:PARTICIPANT LETTERS 477
12.3 APPENDIX 3:QUESTIONNAIRE 479
12.3.1 APPENDIX 3A:NATIONAL QUESTIONNAIRE FOR FOURTH- AND FIFTH-GRADE ENGLISH TEACHERS 479
12.3.2 APPENDIX 3B:READING APPROACHES 490 12.3.3 APPENDIX 3C: DOES THE READING APPROACH USED IN ENGLISH INFLUENCE
PRACTICES? 494
12.3.4 APPENDIX 3D:TEACHERS’ PERCEPTIONS COMPARED TO OTHER VARIABLES 501
12.4 APPENDIX 4:CASE STUDY SCHOOLS 506
12.4.1 APPENDIX 4A:OBSERVATION FRAMEWORK CODE DEFINITIONS 506
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12.4.4 APPENDIX 4D:OBSERVATION CODING FREQUENCIES FOR CASE STUDY SCHOOLS 514
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1.6 Structure of thesis
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2 Teaching English as a Foreign Language in Norway
2.1 Introduction
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2.2 English within Norwegian school education
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