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

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

Standard

Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. / Svarstad, Lone; Ulriksen, Lars.

Kritisk sprog- og kulturpædagogik. Aarhus : Aarhus Universitetsforlag, 2015. s. 70-78 (Sprogforum; Nr. 60).

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

Harvard

Svarstad, L & Ulriksen, L 2015, Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. i Kritisk sprog- og kulturpædagogik. Aarhus Universitetsforlag, Aarhus, Sprogforum, nr. 60, s. 70-78.

APA

Svarstad, L., & Ulriksen, L. (2015). Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. I Kritisk sprog- og kulturpædagogik (s. 70-78). Aarhus Universitetsforlag. Sprogforum, Nr. 60

CBE

Svarstad L, Ulriksen L. 2015. Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. I Kritisk sprog- og kulturpædagogik. Aarhus: Aarhus Universitetsforlag. s. 70-78. (Sprogforum; Nr. 60).

MLA

Svarstad, Lone og Lars Ulriksen "Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk". Kritisk sprog- og kulturpædagogik. Aarhus: Aarhus Universitetsforlag. (Sprogforum; Journal nr. 60). 2015, 70-78.

Vancouver

Svarstad L, Ulriksen L. Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. I Kritisk sprog- og kulturpædagogik. Aarhus: Aarhus Universitetsforlag. 2015. s. 70-78. (Sprogforum; Nr. 60).

Author

Svarstad, Lone ; Ulriksen, Lars. / Det samme eller helt forskelligt? Lærer- og elevperspektiver på grundskole- og gymnasieengelsk. Kritisk sprog- og kulturpædagogik. Aarhus : Aarhus Universitetsforlag, 2015. s. 70-78 (Sprogforum; Nr. 60).

Bibtex

@inbook{4275e96e330741aabb4aea7040cffa8e,
title = "Det samme eller helt forskelligt?: L{\ae}rer- og elevperspektiver p{\aa} grundskole- og gymnasieengelsk",
abstract = "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{\textquoteright} knowledge of content and form in the subject English in the two school systems is limited and thus teachers{\textquoteright} 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 {\textquoteleft}the same{\textquoteright} in upper secondary school.",
author = "Lone Svarstad and Lars Ulriksen",
year = "2015",
month = may,
day = "1",
language = "Dansk",
isbn = "978 87 7124 896 8",
series = "Sprogforum",
publisher = "Aarhus Universitetsforlag",
number = "60",
pages = "70--78",
booktitle = "Kritisk sprog- og kulturp{\ae}dagogik",

}

RIS

TY - CHAP

T1 - Det samme eller helt forskelligt?

T2 - Lærer- og elevperspektiver på grundskole- og gymnasieengelsk

AU - Svarstad, Lone

AU - Ulriksen, Lars

PY - 2015/5/1

Y1 - 2015/5/1

N2 - 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.

AB - 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.

M3 - Bidrag til bog/antologi

SN - 978 87 7124 896 8

T3 - Sprogforum

SP - 70

EP - 78

BT - Kritisk sprog- og kulturpædagogik

PB - Aarhus Universitetsforlag

CY - Aarhus

ER -