Shifting trends in communicative English language teaching in Icelandic compulsory schools

Abstract

This paper maps shifts in English language teaching in compulsory schools since curricular changes in 2007 and again in 2011/2013. The primary purpose of the current study is to examine the status of English language teaching from the perspective of active teachers. The secondary aim is to inform the development of teacher education programmes at the University of Iceland and improve English teacher preparation for those entering or working in the compulsory education system. When earlier surveys were conducted – a large-scale ministry survey in 2005/2006 and a smaller follow-up survey in 2007– teaching English was heavily influenced by the preparation of students for the final state exams, with a strong focus on reading comprehension, writing, and grammar. The National Curriculum Guide 2011/2013 introduced the fundamental pillars of education and competences as the base for teaching and assessment. Through a quantitative survey carried out in 2022, the researchers collected responses from 7th- and 10th-grade teachers about their access to, and usage of, teaching and learning materials, teaching practices, approaches to assessment, teachers’ professional development, and the use of English in the classroom. The response rate was 53% and a total of 156 teachers participated. The results show that traditional, textbook-based teaching methods are still prevalent, although oral communication skills receive increased emphasis. Cultural competences and learning skills need to receive substantial attention if they are to meet the requirements of the National Curriculum 2011/2013. The use of the target language (English) in the classrooms should increase, while the purposeful use of L1 Icelandic is still relevant in foreign language classrooms. Overall, communicative language teaching seems to be gaining ground.