Objectives
In Norway, English teachers – as other common core teachers - are required to adapt instructional content, methods and vocabulary to fit the vocational programmes where they teach (Ministry of Education and Research, 2008). They must do utilising an instructional approach referred to as yrkesretting in Norwegian, or vocationally oriented instruction (my translation) in English. The overarching aim of this study was to investigate English instruction in vocational study programmes to learn more about the instructional approach vocationally oriented instruction (VOI). VOI is legally established in the Regulations of the Education Act (§1-3), and praised for assumed positive effects on motivation and graduation rates. Presently, we have little research-based knowledge of the type of instruction provided to meet the VOI mandate, and of students’ experiences with this type of instruction.
Undoubtedly, the prominence of English as a lingua franca means that all Norwegians need solid competence in the language. For vocational students, general language skills must be complemented by specific competences relevant in their future occupation(s). Even though vocationally oriented instruction is believed to contribute in this respect, previous studies of teacher attitudes indicate that vocationally oriented instruction is seen as both challenging and problematic (Haugset et al, 2014). To further the field, this study aimed to develop an understanding of how a selection of teachers implement vocationally oriented instruction in their lessons, and how students perceived its relevance.
Design and methodology
This empirical study utilised a mixed-methods design (Teddlie & Tashakkori, 2009), where qualitative classroom observations and interviews were combined with a quantitative survey study targeting students. The qualitative data collection was conducted in 2018, at several schools located in Eastern parts of Norway. The quantitative study, targeting a larger selection of students, followed when the qualitative data had been analysed.
Financing
The project was a four-year doctoral research project (2017–2021), financed by the Department of Teacher Education and School Research at the University of Oslo.