Design af læremidler til engelskundervisningen på mellemtrinet

Abstract

In this article, we will present and discuss how a reconceptualization of content and methods at Danish primary  school level  can qualify the design of teaching resources for English language teaching. The article falls into two parts. First, we present our theoretical perspective based on socio-cultural view on language learning  and systemic functional linguistics (MAK & Halliday & Matthiessen, 2014) with the integration of register as an underlying system of progression in relation to students' ability to develop their academic language (Cummins, 2016) in a cognitively challenging classroom.

After this, two empirical perspectives follow in the form of a critical participatory action based research project completed in 2018-2019 (Fogh Jensen 2019) as well as linguistic and sociological analyses of learner language ​​and the national written exam for lower secondary  school level in English (Jacobsen & Melgaard, 2019).

In the second part, we operationalise the theoretical and empirical perspectives through a concrete design for English language teaching at primary school level.