Sproglærererfaringer fra skolenedlukningen i foråret 2020
DOI:
https://doi.org/10.7146/lom.v14i24.125641Keywords:
Digitale teknologier, Fremmedsprogsundervisning, CoronaAbstract
This paper presents findings from a study of Danish foreign language teachers’ experiences during the spring 2020 corona lockdown. The data consists of survey data collected from approximately 170 respondents, detailing the usage of technology along with wider organizational aspects. Six teachers were selected for subsequent interviews. As expected, the study shows that a large number of teachers found it difficult to teach their foreign language classes during the lockdown: school day timetables, classroom management, and identification of relevant digital technologies brought challenges. Yet, the teachers also found remedies for these challenges. Such experiences and insights were later integrated into language pedagogical practices after the lockdown. This paper thus demonstrates that foreign language teaching was both challenged and developed during the lockdown. Examples of these insights are presented, focusing particularly on oral practices in foreign language classrooms, a recurring theme within the data. The findings are discussed in the context of current research in second language acquisition and the usage of digital technologies in Danish primary and lower secondary classrooms.
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Copyright (c) 2021 Mette Vedsgaard Christensen, Alice Bonde Nissen, Morten Gustenhoff
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