Tværsproglighedens veje: Om sproglig bevidsthed, tværsproglighed og didaktisk forandringsarbejde i en folkeskolekontekst
Nøgleord:
flersproglig, danskfaget, engelskfaget, tyskfaget, sproglig bevidsthed, sprogundervisning, sprogdidaktik, fremmedsprog, tværsproglig, aktionsforskning, sproglig opmærksomhed, sprogforståelse, language awareness, pluralistiskSynopsis
Denne afhandling undersøger potentialer og udfordringer knyttet til et tværfagligt didaktisk forandringsarbejde rettet imod tilvejebringelsen af rum for udvikling af sproglig bevidsthed gennem tværsproglighed i sprogundervisningen på tværs af fagene dansk, engelsk og tysk.
Afhandlingen er baseret på et aktionsforskningsprojekt i folkeskolen i tæt samarbejde med tre lærere og deres to femteklasser. Projektets empiriske materiale er omfattende og mangfoldigt; det analyseres gennem en kompleksitetsorienteret tilgang i tre analytiske lag, der hver fokuserer på et af forskningsspørgsmålets tre centrale interessepunkter: kollaborativt didaktisk forandringsarbejde, tværsproglig didaktik og sproglig bevidsthed i klasserummet.
Analyserne viser kompleksiteten i forandringsarbejdet og i klasserummets praksis, samt udfoldelsen af den tværsproglige didaktiks potentialer på både et tværfagligt og et enkeltfagligt niveau.
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17 februar 2020
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Ophavsret (c) 2020 Line Krogager Andersen (Forfatter)
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Krogager Andersen, L. (2020). Tværsproglighedens veje: Om sproglig bevidsthed, tværsproglighed og didaktisk forandringsarbejde i en folkeskolekontekst. AU Library Scholarly Publishing Services. https://doi.org/10.7146/aul.361
