Mundtlighed i danskfaget: - En undersøgelse af den mundtlige dimension i danskfaget i folkeskolen

Publikation: Ph.d. afhandling/ kandidat/ diplomKandidatspecialeFormidling


The aspect of orality has for years been thought of as secondary to written communications; by some linguists, didactic researchers and teachers it has been ignored. This thesis is examining the oral dimension of the subject Danish, focusing on the primary and lower secondary levels of Danish education.
Historically, orality has often been defined in opposition to written communications, but by do-ing so, the emphasis has been on what orality is not and what it cannot, compared to written communications, as opposed to what it is and what it can do in its own right.
Both politicians and debaters perceive oral skills as essential to being a participating member of a democratic society in which citizens contribute to the debate and voice their opinions. However, to ensure that we have a functioning democracy, we need to focus on educating stu-dents, so that they have the ability to express themselves in an articulate and convincing man-ner as well as obtain critical faculties towards demagogues and spinning in the political arena.
The theoretical foundation of this thesis is based on Jørgen Fafner and Jan Lindhardt’s contri-butions to the relation between rhetoric and orality, as well as Mads Haugsted, Olga Dysthe, Sylvi Penne and Frøydis Hertzberg’s research on orality in the classroom. I have been espe-cially influenced by Dysthe’s Bakhtinian inspired dialogical approach to teaching, which is based on social constructivism.
In my methodical approach I have integrated both quantitative and qualitative empirical mate-rial. It is compiled of a questionnaire distributed to teachers. The questionnaire is supple-mented by elaborative qualitative research interviews with teachers as well as qualitative group interviews with students from the ninth grade.
My findings, based on the analysis of the questionnaire and group interviews, was that an ap-proach to teaching which specifically targets orality may have become more frequent in the classroom than when Haugsted conducted his survey. Nevertheless, there is still plenty of room for improvement. Several of the interviewed teachers explained that they only rarely taught the students how to become eloquent debaters themselves or focused on language metacognitively.

In the second part of my analysis I conducted an explorative interview with Associate Profes-sor at University College Lillebælt, Anna-Marie Hansen. This was done to include a perspec-tive from a teacher’s training college with the purpose of getting a third and different view on the status of orality today. Hansen emphasizes the importance of orality in the subject Danish, laying grounds for implementing orality as an independent topic of one of the four mandatory semesters that students at teacher’s training colleges must complete in order to teach Danish as a subject in primary and lower secondary levels of education. Furthermore, it can be argued that a teacher’s education ought to include at least one mandatory class in orality and commu-nication, as this will become a crucial part of their future career as educators.
  • Jakobsen, Bjarne le Fevre, Vejleder, Ekstern person
StatusUdgivet - 2018


  • Læring, pædagogik og undervisning