Tidlig sprogstart: en mulighed for styrkelse af den interkulturelle dimension?

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelFormidling

  • Lone Svarstad
From 2014 Danish school children will start their English classes from their first year of school and their second foreign language, German or French, from their fifth year of school. The teaching of foreign languages continues throughout all the school years. This, however, raises a number of issues that language teachers ought to consider; is it time to challenge the content dimension of the communicative competence pedagogy? Should more focus be given to how we can teach critical cultural awareness and intercultural reflection? The author argues for a stronger focus on learning objectives to strengthen the content in otherwise fragmented communicative activities. The author also addresses selection criteria for text and media used in class as they are central for a non-essentialist language and culture pedagogy. The author believes that teachers can find inspiration for their teaching of critical cultural awareness and intercultural competence in the fields of critical literacy and cultural studies.
Sider (fra-til)7-12
Antal sider6
StatusUdgivet - 1 maj 2014

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