Samenvatting

Teaching strategies are implemented in every classroom, no matter if at a primary or secondary school. Researchers have already had a look on different teaching strategies and how those can be used in the everyday classroom at schools. However few researchers have had a look at the effects of various teaching strategies on the students’ development. Especially during Second Language Acquisition the use of strategies is inevitable.
This Thesis deals with the question “How does the use of different teaching strategies for English as an additional language affect the students’ written proficiency in a Y3 class at a German-bilingual primary school?”
This action research took place in a Year 3 classroom at a German-bilingual primary school. The students were consecutively taught with 3 different strategies; translanguaging, scaffolding and group work. At the end of each period the students wrote a text which was then analysed by the researcher in order to find out which of these three strategies is the most beneficial in this classroom.

So, to answer the main research question the strategies scaffolding and group work were the most successful to promote the students written proficiency. But as McKay (2002) stated “[…] there is no one best method, and no one method is best for a particular context”