Tværsproglighed i læreruddannelsen

Abstract

This article presents a research and development project focusing on the development of plurilingual teaching in Danish teacher education. The project was conducted as an inter-institutional collaboration between a university, six university colleges and eight primary and lower secondary schools, taking as its point of departure a teaching development process in teacher education, cascading into plurilingual teaching in primary and lower secondary schools. The project is both plurilingual and interdisciplinary in its organization, as it includes Danish, Danish as a second language, English, French,German, and Spanish in teacher education, considering transitions between individual languages and language subjects.

The theoretical foundations of the project are grounded in a broad understanding of plurilingual teaching that draws on translanguaging (García-Mateus & Palmer, 2017; García, 2009), pluralistic approaches (Candelier et al., 2012; Daryai-Hansen et al., 2019) and plurilingual teaching (Krogager Andersen, 2020).

The article introduces the aims, content, organization, and results of the development project, and subsequently the aims, data, analyses, and results of the research project. The analysis reveals organizational, subject-specific, and epistemological opportunities and challenges in relation to plurilingual teaching in teacher education and primary school and illustrates how plurilingual teaching in the eyes of student teachers may be associated with resistance, engagement, barriers, and opportunities.