Orality in the learning resources of L1

Lene Illum Skov, Dorthe Carlsen

Publikation: Konferencebidrag uden forlag/tidsskriftPaper/skriftligt oplægForskningpeer review


Paper presentation: Orality in L1 Textbooks and Educational Media Keywords: analyzing textbooks, oral didactics, L1 Lene Illum Skov (lisk@ucsyd.dk), Dorthe Carlsen (dcar@ucsyd.dk) In school and in L1, oral talk takes up a lot of time. In a general didactic perspective, orality is at the heart of our very understanding of teaching in the sense of “adjusting through conversation” (von Oettingen, 2016: 73). On the other hand, orality as content and subject does not take up much space in L1, and orality is often seen in a general didactic perspective. Therefore, an “oral didactic” is requested (Høegh, 2017). The present study is part of a larger project which explores various aspects of, and perspectives on, orality in L1, conducted by the University School, www.universitetsskolen.dk. This sub-study centers on analysis of textbooks, based on the following research question: ● How and to what extent is orality the teaching-subject in three of the most widely used textbooks for L1 and one theme-based, award-winning textbook with particular focus on orality? Textbooks are regarded as a didactic point of departure and a source of inspiration, both in relation to the selection and the organization of academic content, and in the selection of specific teaching activities in the specific lesson: “The textbook is the most dominant kind of curriculum” (Hodgson, Roenning, Skogvold & Tomlinson, 2010: 87). Teaching materials/textbooks have two sides: the textbook-as-work plan (intended use) and the textbook-as-practice. The present study is a study of the intended use of the textbooks, and therefore it does not have the prospect of what is actually happening in the classroom with these textbooks. We are not studying their use or determining their impact. However, it is reasonable to assume that the teaching materials play a central role in the classroom. The analysis of the textbooks is a didactic content analysis (Hansen, 2012: 202) with special focus on orality in L1. The subject field of the study is four didactic teaching materials for L1 at the intermediate stage. Fandango 5 is a book-based didactic textbook, dansk.Gyldendal.dk and danskfaget.dk are digital didactic teaching materials. The three teaching materials are chosen as analytical objects because they are at the very top of a quantitative study of materials, conducted by a group of didactic researchers at The Danish University of Education, both in terms of use and positive assessment (Bundsgaard, Buch & Fougt, 2017). The teaching material/textbook Ordet er dit stands out from the rest by being a theme-based teaching material on orality, and in 2017 it received second place in the awarding of the Ministry of Education’s Teaching Aids Prize, a prize which is given to “a new teaching material of remarkably high quality.”, according to the website of the Danish Ministry of Education. This study contributes with new empirical knowledge about the potential of teaching materials in relation to supporting the teacher in teaching orality in L1. The analysis of the textbooks and educational media is complemented by video analysis of classroom teaching, in which it is examined how orality is done in the existing practice of the teacher. Preliminary analyses show that oral instruction as a subject field is almost non-existent. Overall, the two analyses will lead to the development of a number of oral didactic approaches that are made to subject didactic experiments in the University School.
StatusUdgivet - 2019
BegivenhedIARTEM: 15th IARTEM Conference Odense, Denmark - UCL, Odense, Danmark
Varighed: 11 sep. 201913 sep. 2019


KonferenceIARTEM: 15th IARTEM Conference Odense, Denmark


  • Læring, pædagogik og undervisning