Criteria for designing teaching and learning resources to bridge curricular disconnects in English at Danish primary school level.

Autor/inn/en	Fogh Jensen, Benthe; Jacobsen, Susanne Karen
Titel	Criteria for designing teaching and learning resources to bridge curricular disconnects in English at Danish primary school level.
Quelle	Aus: Gissel, Stig Toke (Hrsg.): Researching textbooks and educational media from multiple perspectives. Analysing the texts, studying their use, determining their impact. Odense: UCL University College (2020) S. 343-356 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Illustrationen; Literaturangaben S. 354-356
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	87-971113-0-9; 978-87-971113-0-7
Schlagwörter	Grundschule; Lehrerbildung; Curriculum; Lehrmittel; Schulbuch; Spracherwerb; Fremdsprachenunterricht; Englisch; Englischunterricht; Dänemark
Abstract	This paper aims to present a set of criteria for designing teaching and learning resources for English as an additional language (EAL) at Danish primary school level, based on an analysis of a teaching unit developed by the authors. The criteria developed have been informed by a critical participatory action research project carried out in 2018 and 2019 (Fogh Jensen 2019), by previous research on designing teaching and learning resources (Fogh Jensen, Libenholt, Skovmand & Sørensen 2013) and by many years of experience in teacher education. The method for describing and analyzing the developed teaching unit for EAL at Danish primary school level, takes a language-based point of departure, viewing register (Halliday 2014) as a possible underlying system of progression, enabling students to develop their CALP as well as new knowledge in a cognitively challenging classroom (Cummins 1999).
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1