Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

  • Lone Svarstad
  • ,
  • Lars Ulriksen, Institut for Naturfagenes Didaktik, Danmark
This article is based on preliminary conclusions from a Danish Ministry of Education research project on the transition from lower to secondary school in the subjects Danish, Math and English in the school year 2013-2014. The aim of the project was to create insights into and comprehension of what knowledge and experiences students bring with them from lower to secondary school and how teachers can build on that knowledge and those experiences in upper secondary school. The conclusions are ambivalent; curricula in the two school systems do open up for progression in the transition from one school system to the other, however, students experience this progression very differently. One explanation is the span and variation in the teaching of English in lower secondary school and to a certain extent in upper secondary school too. The study points at the teachers’ knowledge of content and form in the subject English in the two school systems is limited and thus teachers’ expect the students to bring qualifications to the classroom that they might not have achieved. Likewise some students are truly disappointed when they realize that the subject English is ‘the same’ in upper secondary school.
TitelKritisk sprog- og kulturpædagogik
Antal sider9
ForlagAarhus Universitetsforlag
Udgivelsesår1 maj 2015
ISBN (trykt)978 87 7124 896 8
StatusUdgivet - 1 maj 2015

Se relationer på Aarhus Universitet Citationsformater

ID: 96417255