Trial lecture - time and place
Adjudication committee
- Professor Ritva Kantelinen, University of Eastern Finland, Finland
- Professor Ute Smit, Universität wien, Austria
- Associate Professor Gerke Doetjes, University of Oslo
Chair of defence
Professor Doris Jorde, Department of Teacher Education and School Research
Supervisors
- Glenn Ole Hellekjær, Department of Teacher Education and School Research, University of Oslo
- Kari Anne Rødnes, Department of Teacher Education and School Research, University of Oslo
Summary
This article-based thesis is a qualitative study with exploratory features, combining interviews and observations to explore the vocational orientation (VO) approach to the teaching and learning of L2 English in Norwegian upper secondary school vocational programmes. It comprises three articles and investigates how, on the one hand, teachers view, understand, and make use of VO teaching (Article 1), and on the other, how students interpret and respond to the approach (Article 2).
In addition, it investigates vocabulary instruction as an example of VO classroom practices (Article 3). Drawing on ecological theory, engagement theory and theories of relevance in instruction, the analysis shows how teachers and students both view VO as a means of promoting student engagement in L2 English lessons. For the teachers, it mainly constitutes an alternative approach to the teaching of general English language skills, while the students emphasize its contribution towards making English feel more relevant to their vocational education.
Additionally, the findings indicate that VO has potential to bridge a gap in the teachers’ and students’ understanding of the students’ language learning needs. A challenging aspect of VO teaching is that its emphasis on students’ perceptions of relevance may reduce the attention paid to improving learning outcomes. Regardless, a central implication of the research is that VO teaching can contribute to increased student engagement, and, in extension, facilitate their learning.