Differentiated EFL Homework in Norway

Abstract

This master thesis aimed to research how teachers understand the concept of differentiated instruction in Norway with particular reference to differentiation of English as a Foreign Language (EFL) homework. It also sought to examine the implementation of differentiation in EFL homework and explore the factors influencing its implementation. Data collection consisted of fourteen semi-structured interviews of English teachers in Norwegian primary schools ranging from grades three through seven. Additionally, supplementary data of over 60 EFL homework assignments were collected from the teachers that participated. The interview data was analyzed using Reflexive Thematic Analysis and homework assignments were used to provide context and to validate information. The interview guide was based on Carol Tomlinson’s (2014) Model of Differentiation, which also helped to connect theory and research to practice and served as a framework for discussing the study’s findings. The study found that teachers in Norway had a shared understanding of differentiation influenced by teaching experience and Norway’s emphasis on social equity. When implementing differentiation in EFL homework, teachers mainly focused on affect and student readiness. Challenges in implementing differentiation included the widening gap in English proficiency among students, as well as lack of professional development, collaboration, and resources. To address these challenges, it is recommended that school leaders provide professional development and collaboration opportunities for teachers. Investing in teacher competency will benefit all students and promote a more equitable education system.