Dividing to Conquer the Knowledge Gap. Teachers’ Perspectives on Ability Grouping in Swedish Secondary School EFL Classrooms

Sammanfattning

In recent years, Swedish secondary schools have become increasingly heterogeneous in terms of students’ academic backgrounds. Widening disparities in English proficiency, influenced by factors such as online gaming, linguistic background and family support, create growing challenges for teachers attempting to individualise instruction in EFL classrooms. Using seven qualitative interviews with Swedish secondary school EFL teachers, this study explores teachers’ perceptions of widening knowledge gaps, the extent to which ability grouping is practised as a solution, and how teachers believe such practises influence instruction and student outcomes. Findings indicated that teachers perceived substantial differences in students’ proficiency levels, attributing them to factors outside the classroom. While teachers acknowledged experiencing difficulties teaching mixed-ability classes, opinions on ability grouping as a viable solution remained divided. Although teachers identified potential benefits of homogeneous grouping, particularly regarding the outcomes of high-achieving students and improved manageability of teacher instruction, most remained hesitant towards formal streaming practices. Nevertheless, participants’ descriptions of classroom practice reveal that flexible forms of ability grouping already permeate Swedish EFL classrooms. Furthermore, dissatisfaction with current classroom organisation and expectations surrounding individualisation emerged as a prominent theme, with teachers suggesting a two-teacher system rather than ability grouping, which they anticipate risks promoting further segregation. The present study not only highlights the complexities surrounding ability grouping in Swedish EFL classrooms but also opens the door to further research into alternative strategies for supporting differentiated teaching within increasingly heterogeneous learning environments.