Individanpassningens ytterligheter : Några betygsmässigt hög- respektive lågpresterande gymnasieelevers åsikter kring engelskundervisningens utformning.

Sammanfattning: In today’s society there is a discussion regarding students’ level of knowledge and personalisation. The classrooms consist of heterogenic groups of students with different learning needs and levels of knowledge. The purpose of the present study is to find out how the students who participated perceive the teaching of English as an additional language with regards to personalisation, and how they believe differentiation can help develop and deepen their learning.   This study has been conducted using a qualitative method with interviews as the core, complemented by observations. The results have been analysed and interpreted hermeneutically.   The results show that those students who have a positive attitude to English education, irrespective of their grade, are those who see the benefit of knowing English outside the classroom, and thereby create a connection between reality and studying English. Those who lack this connection have a negative attitude. Basing teaching in reality renders personalisation viable for the individual within a teaching group. Even when the students give some examples of how the teaching can be adjusted to their needs, most of them believe that the teacher must adjust the teaching to fit the class as a whole and they do not expect any personalisation.