Bridging Curricular Disconnects in English Language Teaching in Danish Primary School

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Abstract

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.
Original languageDanish
Publication date2019
Publication statusPublished - 2019
EventThe 7th NOFA-conference 2019 -
Duration: 13 May 201915 May 2019

Conference

ConferenceThe 7th NOFA-conference 2019
Period13/05/1915/05/19

Keywords

  • learning, educational science and teaching

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