An Exploratory Study of Teacher Cognition in Norwegian Secondary Schools: The Usage of Young Adult Literature in the English Classroom

Abstract

The principal research objective of the present study is an exploration of teacher cognition about didactical questions concerning a new competence aim presented in the English subject curriculum of 2020. The new aim requires students in Norwegian secondary schools to read, interpret and reflect upon young adult literature (YAL), a type of literature that has never been incorporated in the English subject curriculum before. The curriculum does not accentuate what YAL is, why YAL is included or how to utilize this specific type of literature; this remains for the teachers to figure out. Bearing this in mind, the thesis presents three research questions related to approaching YAL in the English classroom: (1) What are teachers’ perceptions of the new competence aim regarding young adult literature (YAL)? (2) How have teachers worked with YAL in the English classroom before this new aim was introduced? (3) What do teachers want to achieve by introducing YAL to students? A qualitative approach was chosen to collect the data. Six semi-structured interviews of English teachers in Norwegian secondary schools were conducted to gain insight into the topics in question. The interviews were transcribed and thematically analyzed. The study finds that teachers are excited about utilizing YAL in the English classroom because they believe such literature provides students with insight into a range of thematic aspects and boost their language skills in various ways. It is evident from the data that teachers wish to facilitate positive reading experiences in the classroom. However, the participants have a limited understanding of the complexity of YAL, restricting reaching the full potential of the competence aim.