Learning English through English

Abstract

This undergraduate thesis poses the following research question: “How do teachers’ and students’ perceptions of English affect the use of English in the classroom, and how can these support or delay language learning?” This study compares the teachers’ use of English and how their students perceive and experience their teachers’ use of English. Data is collected through a questionnaire to teachers and a questionnaire to students. Results show that most teachers and students agree that there should be more English use in school. There are many reasons why teachers use or do not use English at school: most teachers say that their use of English depends on their students’ and their own knowledge of English. This study concludes that English is a language that many perceive as difficult but is also a language that should have increased focus. It is the teachers’ responsibility to ensure that the language is adjusted to the students’ language level and that all students understand. This thesis argues that English can be simplified and that it should be possible to expose pupils of all levels to the language in various settings and variations. Therefore, this thesis concludes that it is the teachers’ responsibility to ensure that the students’ get adequate exposure to the language.