English Instruction in Polish and Norwegian Secondary Schools: Convergent Goals, Divergent Means

  • Paweł SchefflerEmail author
  • May Olaug Horverak
  • Anna Domińska
Part of the Second Language Learning and Teaching book series (SLLT)


This article examines selected aspects of English instruction in Poland and Norway. We begin with a general discussion of the stages in which English instruction is provided in the Polish and Norwegian education systems. This is followed by a presentation of the main curriculum goals in the two countries, which demonstrates that in many respects the educational authorities in Poland and Norway share the views on the knowledge and skills that learners should achieve in the English subject. Next, we look at how curriculum goals are translated into teaching practice in coursebooks. We show some major differences in how the teaching material is organized and taught in popular Polish and Norwegian secondary school coursebooks. After that, we address the way in which learners’ achievements are verified in secondary school examinations and we again identify crucial differences between the two contexts. In the discussion, we offer possible explanations for these differences, which involve the status of English in Poland and Norway and linguistic distance between English, Norwegian and Polish.


English curriculum in Poland and Norway English coursebooks in Poland and Norway English examinations in Poland and Norway 


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Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Paweł Scheffler
    • 1
    Email author
  • May Olaug Horverak
    • 2
  • Anna Domińska
    • 1
  1. 1.Adam Mickiewicz UniversityPoznańPoland
  2. 2.Agder UniversityKristiansandNorway

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