Criteria for designing teaching and learning resources to bridge curricular disconnects in English at Danish primary school level

This paper aims to present a set of criteria for designing teaching and learning resources for English as an additional langua ge (EAL) at Danish primary school level, based on an analysis of a teaching unit developed by the authors. The criteria developed have been informed by a critical participatory action research project carried out in 2018 and 2019 (Fogh Jensen 2019), by previous research on designing teaching and learning resources (Fogh Jensen, Libenholt, Skovmand & Sørensen 2013) and by many years of experience in teacher education. The method for describing and analyzing the developed teaching unit for EAL at Danish primary school level, takes a language-based point of departure, viewing register (Halliday 2014) as a possible underlying system of progression, enabling students to develop their CALP as well as new knowledge in a cognitively challenging classroom (Cummins 1999).