Nordic Journal of Language Teaching and Learning

Overgange i flersprogethedsdidaktikken. Transitions in plurilingual education. Transitions dans l’éducation plurilingue

Mon, 08 Jul 2024 00:00:00 -0700

Å sammenligne grammatiske trekk i elevenes språk – lærerrefleksjoner fra en studie i grammatikk- og flerspråklighetsdidaktikk

Sofie Emilie Holmen — Tue, 03 Dec 2024 00:00:00 -0800

The article explores the reflections of five teachers after carrying out an awakening-to-languages-approach (éveil aux langues) to grammar teaching in Norwegian as an upper secondary subject. It is a design-based study at the intersection between plurilingualism and grammar teaching that stems from the need for more practical research on grammar teaching and on how the resource perspective on plurilingualism can be operationalized. The data consists of the teachers’ oral and written evaluations after completing a course of teaching in which the students worked in groups with language comparison tasks. The article’s overarching question is: How do the teachers in this study reflect on comparing grammatical features in the students’ different languages in grammar teaching? The overarching question is operationalized through two research questions (1) What forms of language awareness among the students emerge in the teachers’ reflections on what the students have learned and experienced from comparing grammatical features in their own and their fellow students’ languages? (2) What challenges do the teachers experience with this teaching approach?

The findings indicate that language comparison, according to the teachers, increases the students’ metalinguisticawareness, and using the students’ own languages and language variants for this purpose increases the students’ criticallanguage awareness. At the same time, the teachers experience that the teaching is difficult to carry out due to their own lack of competence, time and subject constraints in the subject Norwegian, and the students lack of knowledge of and experience with comparative approaches to grammar.

Prendre en compte les croyances de futures enseignantes de français Lx dans le cadre d’une recherche-action : vers l’utilisation d’approches plurilingues d’enseignement du lexique

Catherine Maynard, Pascale Rousseau, Catherine Mathis — Tue, 03 Dec 2024 00:00:00 -0800

Les écoles francophones du Québec (Canada) accueillent de nombreux élèves immigrants bi/plurilingues. Pour les soutenir, une attention devrait être portée à l’enseignement du lexique, notamment au moyen d’approches plurilingues (Galante, 2020 ; Leonet et al., 2020). Toutefois, l’adoption de telles approches reste marginale (Payant et Bell, 2022). Afin de soutenir leur mise en œuvre, il apparait nécessaire de prendre en compte les croyances des futur⋅e⋅s enseignant⋅e⋅s (Borg, 2015) et de leur offrir des occasions de développement professionnel visant un arrimage entre des savoirs didactiques de référence et la pratique en classe (Forget, 2020). Nous nous sommes donc penchées sur la question suivante : Comment une recherche-action peut-elle contribuer à la formation de futur⋅e⋅s enseignant⋅e⋅s en lien avec l’utilisation d’approches plurilingues pour enseigner le lexique en français Lx ? Deux futures enseignantes ont pris part à notre étude, lors de laquelle elles ont créé et mis à l’essai trois activités d’enseignement du lexique en français Lx. Nous avons documenté leurs croyances à partir d’une analyse thématique (Paillé et Mucchielli, 2021) de données recueillies grâce à trois outils : un guide d’accompagnement présentant les trois activités, un journal de bord et un entretien réalisé après la mise à l’essai des activités. Il en ressort que les participantes verbalisent des croyances associées au potentiel des approches plurilingues pour favoriser les apprentissages lexicaux des élèves sur les plans tant cognitivo-langagier que socio-affectif, en cohérence avec les savoirs didactiques de référence présentés en formation initiale des enseignant·e·s.

Fostering Plurilingual Competence in Norwegian Lower Secondary Schools: Cross-linguistic Awareness in Bilingual Language Support Classes

Agnieszka Moraczewska — Tue, 03 Dec 2024 00:00:00 -0800

This article investigates the use of the home language in bilingual subject instruction in Norwegian lower secondary schools and its role in raising cross-linguistic awareness and strengthening students’ plurilingual competence. Being a transitional language support offer, bilingual subject instruction has the potential to equip students with competences needed in mainstream schooling, as well as prepare them to use their holistic linguistic repertoires according to changing circumstances and needs. The study follows a qualitative research design and introduces spoken data from three classroom contexts. The analysis features dyadic interactions between one bilingual Polish teacher and three lower secondary students with Polish heritage, recorded during individual bilingual subject instruction classes. The findings show that the teacher uses an array of practices to uncover tacit linguistic knowledge and create new links between the language systems. Simultaneously, the home language plays a crucial role in metalinguistic activity and provides the students with a base for subject knowledge and understanding. The study contributes to the field of multilingual education by highlighting the bilingual teacher’s practices that lead to metalinguistic reflection and equip students with plurilingual competence.

The Role of Parental Language Profile and Home Linguistic Environment in Shaping Teenagers' Multilingual Identity

Mona Hosseini, Åsta Haukås — Tue, 03 Dec 2024 09:04:53 -0800

In the multilingual context of Norway, language policy at the macro level supports the development of multilingualism. At the meso level, parental language beliefs and ideologies and language practices in interactions among family members potentially play a critical role in learners’ experience of learning different languages and their multilingual identity. Drawing on Sims et al. (2016) and Spolsky (2012), this qualitative case study investigated parental language profiles, parents’ language ideologies and reported practices at home, and the potential impact these have on their children’s language choices, attitudes toward learning languages and the development of multilingual identity. The data were collected through an adapted version of the Ungspråk questionnaire (Haukås et al., 2021) from teenagers and interviews with parents and teenagers in three families with and without immigration backgrounds in Norway. We first analyzed the data using thematic analysis (Braun & Clarke 2006). Thereafter, the analysis was shared with the families to confirm the researchers’ understanding and acknowledge participants’ rights and voices. The findings of the study suggest that parental language profiles, their language beliefs, and home linguistic environment likely have a direct impact on teenagers’ language learning experience, views on multilingualism, and multilingual identities.

A Cross-Country Comparison: Plurilingual Teaching Across Educational Curricula in Finland, Germany, and Norway

Nils Jäkel, Nadine Kolb, Eliane Lorenz — Tue, 03 Dec 2024 09:25:43 -0800

Due to globalization and migration, societies are increasingly more linguistically and culturally diverse. This change necessitates a growing awareness and understanding of linguistic and cultural diversity. Beyond awareness, ever-increasing multilingual and multicultural societies bear important implications for educational institutions, teacher training, and policy making. Therefore, the aim of this paper is to investigate whether plurilingual teaching is considered in the curricula and educational guidelines for primary and secondary schools across Finland, Germany, and Norway, and to find out the extent to which the approaches to plurilingual teaching diverge. A comparison of these three countries is particularly insightful, as they differ in population size, migration history, and number of heritage speakers. As part of the analysis, the following three themes relevant to plurilingual teaching were identified: cultural diversity, multilingualism as a resource, and valuing heritage languages. We provide a critical assessment of the curricula and educational guidelines in addition to suggesting avenues for future research.

Tværsproglighed i læreruddannelsen

Laila Kjærbæk, Line Krogager Andersen — Tue, 03 Dec 2024 09:43:11 -0800

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.

Recherche collaborative Bilinguisme à la maternelle et au cycle 2 : développement professionnel et espace de (trans-)formation

Ann-Birte Krüger, Nathalie Thamin — Tue, 03 Dec 2024 09:56:57 -0800

Dans le cadre d’une recherche collaborative (RC) rattachée au site professionnel BILEM « Bilinguisme en maternelle et au cycle 2 » créé en 2019, des professionnel·les de l’école primaire, des chercheur·euses en didactique des langues de l’Université de Franche-Comté ainsi que le Centre académique pour la scolarisation des élèves allophones nouvellement arrivés et des enfants issus de familles itinérantes et de voyageurs coopèrent pour créer des ressources favorisant l’accompagnement des élèves, des familles et des professionnel·les inscrit·es dans des contextes de diversité linguistique et culturelle.

Un sous-groupe de travail questionne depuis 2021 les missions, les pratiques et le rôle professionnel des agents territoriaux spécialisés des écoles maternelles (ATSEM) dans l’accompagnement des élèves allophones et de leurs familles ainsi que dans la socialisation langagière plurilingue de ces élèves, en articulation avec le travail des professeur·e·s des écoles.

En nous appuyant sur diverses données de recherche, nous nous demandons en quoi l’engagement dans un groupe de travail pluri-catégoriel au sein d’une RC participe de la formation et du développement professionnel des membres impliqués·e·s. Cet article s’intéresse ainsi aux espaces de transitions, de continuité et de ruptures entre l’école, les élèves et les familles au niveau préscolaire en France.

Évaluer les compétences en langues familiales : premières analyses et pistes de recherche dans le cadre d’un projet collaboratif européen

Isabelle Audras, Ildiko Lorincz, Filomena Martins, Joana Duarte — Tue, 03 Dec 2024 10:08:56 -0800

This article is part of the work on plurilingual approaches to languages and cultures. It is based on resources for assessing family language skills collected and co-constructed as part of a collaborative project with representatives of education policies in different European contexts. These resources examine the role of family languages in education systems, at the time of reception of pupils and throughout the educational pathways of bilingual or plurilingual pupils. This initial analysis explores new models in language teaching for the assessment of language skills, combining language skills, reference systems and tools in line with the plurilingual repertoires of the pupils and aiming to free themselves from ideologies of domination and minorisation of languages. Finally, the article looks at collaborative research methodologies that help to break down the barriers between the practices of actors from different professional fields in education (teachers, supervisory and management staff, researchers) in the co-construction of the co-construction of knowledge and the sharing of values of equity and democracy.

Le matériel didactique dans le projet MEMO : développer les compétences plurilingues dans et pour l’apprentissage du français

Linda Grimm-Pfefferli, Steffi Morkötter, Anna Schröder-Sura — Tue, 03 Dec 2024 10:28:54 -0800

La didactique du plurilinguisme permet un apprentissage approfondi des langues et offre de nombreuses possibilités de soutenir non seulement le développement des répertoires linguistiques et culturels individuels des apprenant·e·s, mais aussi de les utiliser de façon effective et systématique pour l’apprentissage d’une nouvelle langue. Dans notre contribution, il s’agit de présenter des matériaux de didactique du plurilinguisme développés pour le niveau A1 débutant du français en tant que deuxième langue étrangère après l’anglais pour les niveaux primaire, secondaire I et secondaire II. Ce matériel est le fruit d’une collaboration entre des partenaires de quatre pays germanophones dans le cadre d’un projet Erasmus+ intitulé « Modules pour promouvoir le plurilinguisme dans l’enseignement des langues étrangères (MEMO) – Exemples pour un enseignement initial du français sensible aux langues et cultures ». Par-delà les extraits de matériaux didactiques, nous exposerons les idées de base du projet ainsi que la méthodologie pour le développement des modules. Le projet s’inscrit dans la perspective ouverte par les approches plurielles des langues et des cultures et tire profit des descripteurs du CARAP (Cadre de Référence pour les approches plurielles des langues et des cultures) pour définir les compétences visées par les matériaux.

Home-school relationship in the context of reception of newly arrived emergent bilingual pupils. A comparative and exploratory study between Hamburg (Germany) and Franche-Comté (France).

Ann-Birte Krüger, Silvia Melo-Pfeifer — Tue, 03 Dec 2024 10:51:29 -0800

This Franco-German exploratory and comparative study, rooted in the tradition of interdisciplinary qualitative empirical research (at the crossroads of sociology, language sciences and education sciences), aims at analysing and questioning the representations of the different actors concerning the reception of newly arrived allophone pupils and the home-school relationship in Germany (Gomolla 2009) and France (Asdih 2012, Lasne et al. 2021, Périer 2021), in two specific regions: Hamburg (Germany) and Franche-Comté (France), and in particular in pre-school/kindergarten and primary schools. We rely on various semi-structured interviews with families and educational actors in school in the German and French contexts. In this paper we seek to understand and compare the different relationships (home/school) according to the actors in the two research fields and question, among other things, the importance of the national field with its specific history in relation to welcoming policies and the promotion of the home-school relationship. The results will help to whether and how cooperation between school and newly arrived families can facilitate families’ transition to a new school culture.

La machine à lire plurilingue : un outil numérique pour s’entrainer à lire en français langue seconde, en classe et à la maison

Christine Perego — Tue, 03 Dec 2024 11:44:13 -0800

L’article présente la mise en œuvre expérimentale d’un outil pédagogique numérique provisoirement nommé « la machine à lire plurilingue » dans des classes accueillant des enfants migrant·e·s plurilingues. L’analyse croise des observations de classes et des entretiens avec des enseignant·e·s et des parents.

Activités plurilingues au secondaire Ponts entre l’éducation formelle et non formelle en Grèce et en France

Giota Gatsi, Stéphanie Dulong — Tue, 03 Dec 2024 11:55:26 -0800

Nous présentons le fruit d’ateliers expérientiels et ludiques plurilingues menés auprès d’adolescents en Grèce et en France dans deux contextes différents : l’un formel, dans un collège grec, et l’autre en dehors de l’école, dans une association. Ces ateliers ont été menés dans les établissements des écoles privées (Grèce) dans le cadre des cours de français. Ils ont été réalisés en parallèle par l’association Croisée des langues dans le cadre d’activités périscolaires auprès d’adolescents résidant dans le 13^e arrondissement de Paris. Les deux formatrices-chercheuses ont ainsi développé quatre activités plurilingues qui sont à la fois transférables en français et en grec et dans d’autres langues, tout en étant adaptables en contexte formel et non formel. Pour chacune de ces activités, une fiche synthétique utilisable par le formateur est proposée. Ainsi, les objectifs, le matériel nécessaire, la durée, les modalités pédagogiques et le déroulement de l’activité sont exposés afin que le formateur puisse découvrir et réaliser l’atelier avec les adolescents. À cela s’ajoutent des propositions d’adaptations établies suite aux expérimentations réalisées, ainsi que des photos illustrant les ateliers réalisés en Grèce et en France. Cette conception des activités avec des adolescents de différents pays a pour but d’enrichir la recherche sur la didactique du plurilinguisme et d’accompagner les adolescents dans leur construction identitaire en contexte scolaire et postscolaire.

Mehrsprachigkeit in Studienprogrammen für Fremdsprachen – Möglichkeiten und Herausforderungen

Sabine Grasz, Anta Kursiša — Tue, 03 Dec 2024 12:06:00 -0800

Der Artikel präsentiert Erfahrungen bzgl. der Vermittlung der Mehrsprachigkeit im Studienfach Germanistik an drei Universitäten in Finnland und Schweden. Es werden pädagogische und methodische Entscheidungen vorgestellt und diskutiert, die wir für geeignet halten, um mehr-sprachige Themen in Studienprogrammen für Sprachen im Hochschulkontext zu behandeln. Die in den Kursen verwendeten Ansätze zur Mehrsprachigkeit umfassen theoretische Erörterungen, Prä-sentationen von (empirischer) Forschung in diesem Bereich, aber auch den Einsatz von Mehr-sprachigkeitsdidaktik und die Umsetzung verschiedener Formen der mehrsprachigen Kommuni-kation. Die von uns entwickelten Kurse haben linguistische und vor allem soziolinguistische oder didaktische Schwerpunkte; in einem vor kurzem eingerichteten Kurs werden mehrsprachige Themen aus linguistischer und literaturwissenschaftlicher Perspektive beleuchtet.

Erfahrungen in unseren Kursen machen es offensichtlich, dass Mehrsprachigkeit in Studien-programmen für Sprachen ein unverzichtbarer Themenbereich ist. Allerdings müssen bei der Planung solcher Kurse verschiedene günstige und ungünstige Bedingungen berücksichtigt werden. Daher gehen wir auch auf die Möglichkeiten und Herausforderungen ein, mit denen wir bei der Einbeziehung mehrsprachiger Ansätze in unsere Lehrpläne konfrontiert wurden. Der Artikel schließt mit konkreten Ideen und Praktiken, wie man einsprachige Vorurteile überwinden und die Präsenz von Mehrsprachigkeit und plurilingualer Bildung in philologischen Studiengängen an Universitäten stärken kann.

Playing with languages through languages

Susanne Karen Jacobsen, Stephanie Kim Löbl — Tue, 03 Dec 2024 00:00:00 -0800

This paper presents and discusses multilingual workshops developed and tested in the project Tværsproglighed ilæreruddannelsen (Plurilingual Approaches to Teacher Education) focused on the development of plurilingual approaches in teacher education in Denmark. We discuss the guiding principles underlying the joint teaching of English and French in teacher education. Our aim was to involve all our students and to ensure the development of a genuine plurilingual gaze and for them to take an additive approach (Holmen 2019) by not only teaching the students together, but also organisingthem in a manner which necessitated interdisciplinary collaboration. Furthermore, we consider the implications of a plurilingual approach to language learning with undergraduate students in teacher education, Danish lower secondary pupils, and their teachers. We exemplify how the inclusion of artefacts such as LEGO inspired by playful learning (Händel et al. 2021) in the development of multilingual activities promoted a willingness for undergraduate students and lower secondary pupils to participate. Our choice of LEGO had two main purposes: to inspire students to design their own activities for a given target group, focusing on a playful approach to learning, and to get students to focus less on themselves and to engage their entire linguistic repertoire.

Continuity across languages, cultures, and stakeholders: Carrying plurilingual suitcases into classrooms

Stefano Negrinelli, Lukas Bleichenbacher, Mara De Zanet, Alsu Hug — Tue, 03 Dec 2024 12:23:27 -0800

This study explores the creation and testing of teaching materials aimed at promoting plurilingual and intercultural education in Swiss secondary schools. The piloting of these materials, grouped into six thematic units, involved 207 students from ten classes in Eastern Switzerland, revealing a highly diversified linguistic spectrum including European and non-European languages. The feedback brought to light positive engagement on the part of the students, but also challenges. These included the teaching materials' perceived lack of relevance to the pupil's everyday life outside school, and the difficulty for teachers to fit these activities into their busy schedules. While teachers expressed enthusiasm for plurilingual didactics, they perceived practical limitations due to time constraints as a significant obstacle. However, teachers recognised the potential of these activities to inspire pupils to be creative and alleviate their apprehensions about unfamiliar languages and cultures. The information gathered from the initial testing phases offers valuable insights for refining these materials and aligning them with the practical needs of classroom teaching, presenting an essential guide for effective implementation in different educational contexts, with the aim of ensuring a certain regularity to experiences of plurilingual education.

Teaching how to build bridges between languages

Elzbieta Sielanko-Byford, Janina Zielińska — Tue, 03 Dec 2024 12:33:50 -0800

The article presents examples of activities and tasks used during classes devoted to plurilingual education at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. In the first part of the paper, the context in which future teachers of languages are educated at the Centre is described. The description focuses on the Plurilingual and Pluricultural Education course and the Integrated Language Didactics course, which enable students to become acquainted with the pluralistic approaches to languages and cultures and to further develop their plurilingual and pluricultural competence. These courses are an integral part of the programme of study at the Centre and it is assumed that the students will use the knowledge and skills acquired while attending them in their future work at school in order to facilitate the teaching and learning of languages. The second part of the paper is devoted to activities and tasks presented during the 10th International Conference of the EDiLiC Association. They include an awakening to languages activity, conducted as part of the Plurilingual and Pluricultural Education course at the Centre, and tasks used during the Integrated Language Didactics course for pre-service teachers of English and German or English and French.

Emergent plurilingualism and metalinguistic awareness in primary school

Cecilia Varcasia, Emanuela Atz — Tue, 03 Dec 2024 12:43:12 -0800

This paper aims to present some of the results from a project conducted in primary schools within a bilingual area in northern Italy, focusing on enhancing language skills and metalinguistic awareness. The project is inspired by the “Éveil aux langues” approach as represented in the FREPA/CARAP project (Candelier et al., 2012) and the studies conducted by Andorno and Sordella (Andorno & Sordella 2017, 2018). It took place during the 2021-22 school year in three classes at a primary school in the province of Bolzano, Italy. In this multilingual region there are at least two languages of instruction (German L1/L2 and Italian L1/L2 respectively). Children from international/migrant backgrounds are learning these languages as their L2/L3/LX, presenting a challenge for teachers who need to adapt their classroom practices for newly arrived pupils.

English reading challenges facing students transitioning from secondary education to (Swedish-medium) university education

Hans Malmström — Tue, 03 Dec 2024 12:49:28 -0800

This short paper presents three student scenarios showcasing academic reading expectations across different disciplinary learning settings for undergraduate study in Sweden. A brief discussion is offered around the pervasive presence of English texts in what is – nominally at least – Swedish-medium education. Implications for students’ transition from secondary to tertiary education are briefly provided.

Pour une démarche qualité appliquée aux dispositifs d’inclusion des élèves allophones dans l’enseignement secondaire français

Carlos Tabernero, Maryse Adam-Maillet — Tue, 03 Dec 2024 13:05:27 -0800

En 2012, un changement de réglementation concernant la scolarisation des élèves allophones arrivants (EAA) dans le système éducatif français oblige les acteurs des nouvelles politiques, désormais inclusives, à affronter des défis inédits, à créer un grand nombre d’outils à partir des besoins émergeant de l’expérience. En charge des EAA dans l’académie de Besançon en 2020, nous avons été amenés à proposer, afin d’appuyer les différents acteurs du système éducatif, un référentiel de démarche qualité pour dispositif d’inclusion des élèves allophones arrivants en établissement scolaire.

Plurilingual Education across Educational Levels – Conceptualization, Curriculum Analysis, and Recommendations for Further Development

Petra Daryai-Hansen, Natascha Drachmann — Tue, 03 Dec 2024 13:32:41 -0800

In the period 2020-2023, the research and development project Plurilingual Education – Minority and Majority Students' Language Awareness across Educational Levels (PE-LAL) investigated students' language awareness across educational levels in the context of plurilingual education in the mandatory language subjects in primary and lower secondary school (Danish, Danish as a second language, English, French, German) and in Almen Sprogforståelse in upper secondary school. Based on findings from the PE-LAL project, the article focuses on plurilingual education in a Danish educational context. First, the article presents the project's conceptualization of plurilingual education developed through an abductive approach. The conceptualization forms a continuum consisting of three pluralistic approaches and a transversal dimension. Then, based on the conceptualization, the article presents findings from the project's curriculum study showing that plurilingual education is integrated in all language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school – albert in different ways and with different objectives – leaving the Danish language curriculum with great development potential for plurilingual education. Finally, by drawing on the curriculum findings and other research results from the project, the article concludes with an introduction to the project's Recommendations to strengthen plurilingual education in language subjects in primary and lower secondary school and in Almen Sprogforståelse in upper secondary school in Denmark. The 18 recommendations represent an ideal scenario for how plurilingual education can be strengthened at different levels vertically and horizontally in the Danish educational context, which is why the recommendations address both the macro level (curriculum and teacher education) as well as the meso and micro levels (school, teacher, teaching materials, teaching practice). Each single recommendation is an important contribution to strengthen plurilingual education.

Flersprogethedsdidaktik på tværs af uddannelsesniveauer – konceptualisering, læreplansanalyse og anbefalinger til praksisudvikling

Petra Daryai-Hansen, Natascha Drachmann — Tue, 03 Dec 2024 14:03:20 -0800

Flersprogethedsdidaktik som omdrejningspunkt på tværs af uddannelsesniveauer – erfaringer og perspektiver

Petra Klimaszyk — Tue, 03 Dec 2024 14:35:21 -0800

Forskning i sprogtilegnelse, flersprogethed og tværsproglig didaktik har påvist, at sprogkompetencer hænger sammen på tværs af sprog, og at sprogkompetencer på første- og andetsprog har stor betydning for tilegnelsen af yderlige sprog (Cenoz 2013). Flersproglig sprogundervisning kan positivt bidrage til udvikling af elevers sproglige bevidsthed, sproglig nysgerrighed og motivation for at lære fremmedsprog.

På trods af disse forskningsresultater dominerer den singulære tilgang stadig i det danske skolesammenhæng, som fokuserer på ét sprog, fx standardtysk i tyskundervisningen. Potentialet af pluralistiske tilgange, der inddrager hhv. flere sprog og sproglige varianter i undervisningen for at fremme elevernes flersprogede kompetencer, udnyttes ikke. Delvis gør det samme sig gældende i læreruddannelsen, selvom pluralistiske tilgange i et vist omfang bliver anvendt og formidlet. I det hele set tillægges disse tilgange dog endnu ikke den betydning, der er nødvendig for et paradigmeskifte i uddannelsessystemet og dermed bliver de ikke solidt forankret i (fremmed)sprogsdidaktikken på tværs af uddannelsesniveauer.

Projektet Tværsproglighed i Læreruddannelsen/TiL (2021-22) havde til formål at udvikle, afprøve og udbrede metoder for flersproglig undervisning som fremmer elevernes sproglige bevidsthed og indlæring i grundskolen.

I den her artikel præsenteres projektets forankring og gennemførsel på læreruddannelsen, konkrete eksempler med fokus på tyskundervisning i grundskolen og udvalgte projektresultater. Derudover fremlægges implementeringsmuligheder med henblik på den nye læreruddannelse i Danmark fra august 2023 (LU23), samt nogle skridt i retning af forankring af tværsproglighed som didaktisk princip i skolepraksis.

Towards language-sensitive teacher education: Developing a teacher competence taxonomy for the language dimension in languages and other subjects

Lukas Bleichenbacher, Anna Schröder-Sura — Tue, 03 Dec 2024 00:00:00 -0800

One of the aims of teacher education is to contribute to continuity in plurilingual, intercultural, and language-sensitive education, across subjects and educational levels. In this paper, we present selected results of two European projects that support this aim. The article outlines the background and potential of a taxonomy of teacher competences that exemplifies dimensions of language-related teacher competence shared by teachers of languages and other subjects. The dimensions include descriptors for teaching competences proper, for collaboration with other teachers and stakeholders, and for teacher development. Furthermore, a dimension containing competences related to the analysis of languages, discourse and cultures reframes aspects of language teachers’ content knowledge as a competence domain that is relevant, albeit to varying degrees, for all teachers. Two transversal dimensions, which contain teachers’ language and digital competences, an overview of teachers’ values and principles, and an account of professional learning opportunities complete the taxonomy.