| dc.description.abstract | This study’s topic is about reading for pleasure in the English subject in 5th to 7th grade in Norwegian primary schools. The thesis aimed to investigate teachers’ perceptions on what reading for pleasure is and their pupils’ L1 and L2 reading practices. Furthermore, it aimed to find which strategies and practices the teachers used in their classroom to engage their pupils to read in English. Little research has been done on reading for pleasure in Norwegian schools, particularly concerning this age group.
The study was conducted using semi-structured interviews with five English teachers in upper primary schools in Norway. The results were analysed using the programme Nvivo to code the data according to three main themes identified in the dataset. The themes were (1) the teachers’ perceptions of their school’s reading practices, (2) the teachers’ perceptions of their own and their pupils’ understandings of reading for pleasure, and (3) the teachers’ teaching strategies and practices regarding reading in English.
The findings of this study suggested that teachers focus on reading for pleasure to some extent in their classrooms, but due to a lack of resources and allocated time to the English subject, it is difficult to prioritise reading for pleasure to the same extent as can be done in the Norwegian subject. Furthermore, the findings suggested that teachers may need more professional training on the topic in order to become familiar with the activities and strategies that they can use to promote reading for pleasure. | |
