Identifying Pluralistic Approaches in Language Subjects in Denmark, Norway, and Sweden -- A Comparative Curriculum Analysis

Autor/inn/en	Drachmann, Natascha; Haukås, Åsta; Lundberg, Adrian
Titel	Identifying Pluralistic Approaches in Language Subjects in Denmark, Norway, and Sweden -- A Comparative Curriculum Analysis
Quelle	In: Language, Culture and Curriculum, 36 (2023) 3, S.327-342 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drachmann, Natascha) ORCID (Haukås, Åsta) ORCID (Lundberg, Adrian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2022.2156528
Schlagwörter	Comparative Education; Teaching Methods; Mutual Intelligibility; Foreign Countries; Multilingualism; Second Language Learning; Second Language Instruction; Curriculum Evaluation; Guidelines; Language Minorities; Language Variation; Elementary Secondary Education; Educational Policy; Language Planning; Language of Instruction; Swedish; Norwegian; Indo European Languages; Denmark; Norway; Sweden; Greenland; Iceland + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Richtlinien; Sprachminderheit; Sprachenvielfalt; Politics of education; Bildungspolitik; Sprachwechsel; Teaching language; Unterrichtssprache; Schwedisch; Norwegisch; Indoeuropäisch; Dänemark; Norwegen; Schweden; Grönland; Island
Abstract	In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in "The Framework of Reference for Pluralistic Approaches to Languages and Cultures": integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01