Mundtlighed i danskfaget og dets læremidler

Abstract

Orality is a central part of all education, where the teacher shows til way through conversation, but orality is also content in mother-tongue-education specifically. The student needs to learn how to make a statement, speak and listen, and to be part of many different oral rhetorical situations (UVM, 2019). Therefore, it would be expected that the teaching aids of L1 would suggest ways for the teacher to teach orality. At the same time, much indicates that orality does not play a substantial role as content in mother-tongue education (Haugsted, 1999; Penne & Hertzberg, 2015, Hvass, 2017).

This article presents an analysis (Hansen & Skovmand, 2011) of two didactical learning resources. The focus of the analysis is how and to which extent is orality made content in three of the most frequently used learning resources for L1, as well as a theme-based, prizewinning learning resource with a specific focus on orality. The analysis concludes in an assessment of the “potential learning-potential” (Bundsgaard & Hansen, 2011) of the learning resource. Theoretically, the study is based on a nordic tradition of orality didactics, which particularly relies on Haugsted (1999), Dysthe (2002) and Høegh (2017; 2018). Listening is regarded as in integrated aspect of orality (Høegh 2018). The theory is operationalised in the “Triangle of Orality”, which adds a meta-language to oral communication, which will be applicable in the teacher’s subject matter didactical planning and reflection.