Abstract 

The aim of this study is to analyse teachers’ beliefs regarding usage of adjustments in regular teaching of English in years 7 to 9, i. e., if and in what ways teachers adjust their teaching to meet different students’ needs. Moreover, the study aims to explore teachers’ perception of the effects that implemented adjustments bring to student learning and socialisation. Research objectives are, therefore, to investigate what adjustments teachers use and how they perceive the effects of these adjustments. 

The starting point of this study is the sociocultural perspective which emphasizes that learning takes place through interaction and is strongly influenced by social and cultural factors.  

Semi-structured interviews were conducted with seven licenced English teachers, working at five different primary schools in Malmö. All the teachers have working experience in years 7 to 9. The interviews were recorded, transcribed and analysed.

The conclusion of this study is that the teachers experience the benefits of different types of adjustments, especially the adjustments made on group level. These adjustments include combination of different teaching strategies, adaptation of teaching material, pair- and group formation, etc. Additional adjustments on individual level are implemented when needed, but to a much more limited degree.  

The significance of this study is eliciting teachers’ knowledge and attitudes on adjustments in regular teaching in English in years 7 to 9. More research is needed to put light on other aspects, such as understanding of pupils’ perspective, observation of lessons, and quantitative research.