This article describes how a critical participatory action research project in two Danish primary school classes has developed new understandings of which elements support English language learning in primary school. During the reconnaissance phase of the project, curricular disconnects were observed and subsequently addressed in a following action initiative. Scaffolding learners’ expected language output, by modelling and deconstructing model text(s), using classroom talk as a scaffolding element and deliberate work with joint construction were used in trying to bridge curricular disconnects, the two first mentioned elements proved successful, the latter less successful. Additionally, the choice of a topic, related, to learners’ own life worlds, and working with multimodal texts in a digital media were chosen and were experienced by the learners as meaningful.
|Publication status||Published - 2019|
|Event||The 7th NOFA-conference 2019 - |
Duration: 13 May 2019 → 15 May 2019
|Conference||The 7th NOFA-conference 2019|
|Period||13/05/19 → 15/05/19|
- learning, educational science and teaching