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Teaching English as a Mother Tongue Language at Primary and Secondary Schools in Sweden From Theory to Practice: An Autoethnographic Perspective Focused on Mixed-Ability Class Challenges
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Author(s): Thi Van Anh Chu (Omniglot AB, Sweden)
Copyright: 2025
Pages: 36
Source title:
Intercultural Competence in Higher Education English Language Instruction
Source Author(s)/Editor(s): Ngoc- Tung Vu (VNU University of Languages and International Studies, Hanoi, Vietnam), Hanh Dinh (Vermont State University, USA), Thi Thu Hang Nguyen (VNU University of Languages and International Studies, Hanoi, Vietnam)and Huu Thanh Minh Nguyen (University of Foreign Language Studies, The University of Danang, Vietnam)
DOI: 10.4018/979-8-3693-3506-2.ch008
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Abstract
Through an autoethnographic lens, the chapter presents a reflective experience of an English as a Second Language (ESL) teacher who has worked across various primary and secondary schools in Stockholm, Sweden. The author seeks to delve into the personal insights and pedagogical challenges faced in the classroom management process; therefore, to provide a broader and in-depth discourse on adapting effective methodological lesson plans that address the trials and inherent problems of teaching English in a Nordic context. The focus of the study is narrowed down to the context of English Mother Tongue lessons in which participants are mixed-ability students.
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