Språkundervisning med särskilt fokus på särskild begåvning

Abstract The main purpose of this work has been to plan for an area for my English teaching, with a particular focus on Special Giftedness, based on and supported by research. The fact that it is English teaching that is being planned for is because it is within that area that I see that I have students who need to be challenged. In the study, which is a non-participatory observation, I, as a teacher, have observed and scored the students' efforts in different parts of the teaching. Twelve students have been observed on three different occasions. The observations have been carried out in the students' English lessons, each lesson has been 80 minutes. Three themes have been used in the observations and they are about the students' engagement, independence and creativity. The different themes that have been used have emerged through the literature that has been read in connection with the study but also from my own curiosity about my students and how their engagement, independence and creativity are affected when they are allowed to participate and have influence on the teaching. The study highlights research on the teaching of the gifted and how to differentiate teaching so that all students are given the opportunity to develop their knowledge. What is clear from the observations is the students' independence in carrying out the task and the students have shown great commitment and creativity. In order to challenge the students and design English teaching with special talent in mind, the study shows that it is entirely possible to implement such teaching based on the students' participation in designing the task. The study only gives an idea of ​​my planning of teaching English for three lessons. Keywords: special education, differentiated, language teaching