"I get to do what I want in my spare time, but also in school.": Norwegian YELLs perspectives on learning through extramural English

Abstract

Children in Norway are frequently exposed to English in various contexts and for different purposes in their spare time, including through new technologies and digital media (Medietilsynet, 2022; Rindal, 2020). Such endless opportunities of activities where young language learners (YELLs) come in contact with English have led to increased proficiency and language learning and utilizing English as a lingua franca (De Wilde et al., 2020; Mauranen, 2018). The overarching research aim of this study is to explore how Norwegian 6th grade students engage with English outside of school and their perspectives on bringing this type of exposure into the classroom as a possible way to enhance second language learning (L2 learning). Such out-of-school exposure is referred to as extramural English (EE) activities. Indications of gained proficiency of English outside of the classroom, brings forward the role of the teacher in connecting students’ engagement with the L2 in school and outside of school. Bridging activities (Thorne & Reinhardt, 2008) point to new teaching approaches, tailored to EE engagement, and based on students’ existing competencies in English for further development in school.

A multi-methods approach was used to get insights into student beliefs, experiences, and perspectives on EE activities and bridging. Language diaries collected data on the extramural English activities the students engaged with over five consecutive weekdays. Subsequently, to answer the initial aim of the study about students’ perspectives on bridging their out-of-school exposure of English to formal instruction in school, four students were interviewed. Thematic content analysis was used to analyze the data.

The findings uncovered frequent engagement with EE activities among the 6th graders. Spending time on social media and gaming were the two most popular activities. The students believed they had gained most of their L2 proficiency through out-of-school exposure. Peer-interaction and collaboration, interested-based activities and fun were the main reasons for EE engagement. Lessons in school were referred to as dull and repetitive, and the students wished for more spoken interaction. Overall, the students showed positive attitudes towards their teacher implementing their EE engagement and practice with English in formal instruction, signaling for the teacher to map their EE interests and bridging on occasion. Therefore, the role of the teacher is to facilitate for L2 learning by considering students’ existing linguistic competencies, EE activities, and interests and raising language awareness.