Extramural English and English teaching. A survey study among primary school teachers in Sweden

Purpose Young people’s access to English beyond the classroom has increased substantially in the last decades and there is strong evidence that extramural English, EE, may have a positive effect on students’ English proficiency. There is, however, limited research into the impact of EE on English education practices, particularly at primary level. This study explores primary school teachers’ perceptions and views on students’ EE with regard to English teaching.Methodology A digital survey, in the form of a questionnaire, was administered to a random sample of schools and answered by 113 English teachers in school years 4–6. Descriptive statistics were used for analysing quantifiable data. For teacher comments, a thematic analysis was undertaken.Findings Our findings clearly indicate that having pupils in the classroom who encounter and use English daily outside school may provide great opportunities for teaching. But there are also challenges, as teachers note a widening gap in English competence between students with frequent versus infrequent EE. The results show that most teachers find it important to differentiate instruction and to acknowledge and relate to students’ EE when teaching, but also that enhanced pedagogical competence – how to do this – is required.Value The study contributes to insights into primary teachers’ experiences and perceptions of EE in relation to their English teaching, of relevance in a globalised and increasingly digital world. The results have implications for teacher education as broad repertoires of pedagogical knowledge and methods are required for addressing the great variation in students’ competence levels entailed by EE.