TEACHING ENGLISH ORAL COMMUNICATION SKILLS TO UPPER SECONDARY SCHOOL STUDENTS WITH MULTI-LINGUISTIC BACKGROUNDS : THREE TEACHERS’ PERSPECTIVE

This study aims to find out how upper secondary school English teachers state that they teach oral proficiency, what teaching oral fluency techniques they use, and how effective the teachers think these techniques are. The method of this study was to ask English teachers about these topics about students who do not have Swedish as their first language. The data has been taken from three semi structured interviews with three English teachers who work in the same field. The results show that adopting selective English oral proficiency techniques are effective in multilingual classrooms. The three teachers say that creating an English-speaking environment in and out side the classroom is a successful way to adopt oral proficiency in English among multilingual students in Sweden.