| Summary: | English is taught as a compulsory second language in Swedish schools and is one of three core subjects needed to be passed in order to receive a leaving certificate. Statistics show that 6.9% of the students do not aquire proficiency enough to receive a G (pass) in English in grade nine. The aim of this study is to investigate to what extent weak language learners are considered in the English classroom and if compensatory aids are used to further support their learning conditions. The method used for the study is qualitative interviews which were semi-structured. Four interviews with English teachers were conducted within the same municipality. The result shows that there are aspects that can be considered in order to provide better opportunities for weak language learners within the English classroom as well as outside the English classroom. Some teachers find it difficult to separate lack of motivation from lack of knowledge which makes discovering the students as early as possible important. In the English classroom weak language learners can be supported by smaller discussion groups since one problem seems to be oral skills. A connection to Swedish can be observed and students with difficulties in reading and writing in their native language experience more problems when learning English. The interviewees state the importance of first focusing on oral skills in the target language, before introducing written skills. Regarding support outside the English classroom the investigation shows that optional English, parents and homework are important features. In the optional English class weaker language learners get an opportunity to speak and revise previous blanks of knowledge. Parents are important for showing their children that they find English important but also for supporting the children while doing homework. Concerning compensatory aids, most teachers did not use them nor had they knowledge enough about available aids. The most frequently used aid was a CD where texts are recorded.
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