Table 4 presents the findings of a study that investigated the extent to which written texts in Icelandic and English are reviewed and evaluated by teachers. The report reveals a noticeable difference in the frequency of review between the two languages.
The study finds that the majority of teachers who assign texts in Icelandic tend to review them rigorously. Specifically, most teachers reviewed near to all (90-100%), most all (75-89%), or a majority (60-74%) of the assigned texts in Icelandic.
In contrast, the review of English texts was found to be less stringent, with fewer teachers indicating that they review and evaluate these texts. The data reveals that primary school teachers in all three content areas and secondary school language and social studies teachers are less likely to review and evaluate texts written in English.
Despite this, a significant proportion of social studies (22.2%) and science (25%) teachers at the primary school level did review and evaluate some English texts. However, the percentage of reviewed and evaluated Icelandic texts was found to be higher at the secondary level by language (32.6%), social studies (59.4%), and science (60.0%) teachers than teachers at primary school level: language (29.1%), social studies (30.2%), and science (37.2%) teachers.
In conclusion, the study highlights the need for teachers to review and evaluate written texts in both languages, particularly in English, to ensure consistency in the quality of education across content areas and school levels.