Et andenordensdidaktisk perspektiv på tværsproglig undervisning i engelsk og fransk på læreruddannelsen

In the Danish Folkeskole (primary and lower secondary school) as well as in teacher education, the student population is increasingly plurilingual, making the development of responsive and plurilingual pedagogies for teacher education essential to meet the needs of future students and teachers. Responding to this need, this paper explores the concept of second-order didactics in the application of plurilingual teaching methodologies in combination with task-based and playful approaches in the English and French teacher education programmes at University College Copenhagen. The article examines the connections between the teaching at the teacher education and the teaching activities developed by the student teachers in order to uncover second-order didactic potential in plurilingual teaching. This is examined through the following research questions: What connections can be seen between the plurilingual arena created in teacher education and the plurilingual arena that teacher students subsequently create for primary school pupils? How can this connection be understood from a second-order perspective?
This paper draws on prior research on students and teachers’ beliefs about multilingualism in schools, discussing the importance of teacher students’ development of reflexivity on topics of multilingualism and plurilingual approaches to teaching. The study included a total of 42 student teachers divided into 8 groups and two teacher educators. This paper presents an empirical analysis of the relationship between teacher education content and modelling and student teachers’ developed teaching activities, drawing on data from both teacher education and student teachers’ teaching practice in order to examine the relation between the two teaching arenas and the level of transfer. The study indicates that engaging student teachers in plurilingual activities can foster their development of plurilingual teaching practices when modelled explicitly. However, it also points to some of the difficulties student teachers may have in fully implementing a plurilingual approach in their teaching practice. The paper discusses the further implications for teacher education and the research in and development of second-order didactics in Denmark.