Arabisk i dansktimen

– didaktiske udfordringer i det flersproglige læringsrum

Authors

  • Bugge Lind Petersen Center for Integration

DOI:

https://doi.org/10.7146/spr.v25i68.128427

Keywords:

Didaktik, Arabisk, Læringsrum, Flersprogethed

Abstract

Resumé

References

Cook, V. (1999). Going beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33(2), 185-209.

Cook, V. (2001). Using first language in the classroom. The Canadian Modern Language Review/La Revue canadienne des langues vivante, 57(3), 402-423.

Daryai-Hansen, P. (2017). Flersprogethedsdidaktik i fremmedsprogsundervisningen: Hvorfor og hvordan? I: Daryai-Hansen, P., Gregersen, A.S., Jakobsen, S.K., von Holst-Pedersen, J., Svarstad, L.K. & Watson, C. (red.), Fremmedsprogsdidaktik (s. 29-44). København: Hans Reitzels Forlag.

Daryai-Hansen, P., Gerber, B., Lörincz, I., Haller, M., Ivanova, O., Krumm, H.-J. & Reich, H.H. (2016). Pluralistic approaches to languages in the curriculum: The case of French-speaking Switzerland, Spain and Austria. International Journal of Multilingualism, 12(1), 109-127.

García, O. (2017). Problematizing linguistic integration of migrants: The role of translanguaging and language teachers. Berlin: De Gruyter.

Holmen, A. (2015). Sproglig diversitet blandt eleverne i grundskolen – fra problem til potentiale. I: Gregersen, A.S. (red.), Sprogfag i forandring – pædagogik og praksis (s. 23-54). Frederiksberg: Samfundslitteratur.

Pacheco, M.B. (2018). Spanish, Arabic, and “English-only”: Making meaning across languages in two classroom communities. TESOL Quarterly, 52(4), 995-1021.

Pierce, B.N. (1995). Social identity, investment and language learning. TESOL Quarterly, 29(1), 9-31.

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Published

2019-06-01

How to Cite

Lind Petersen, B. (2019). Arabisk i dansktimen : – didaktiske udfordringer i det flersproglige læringsrum. Sprogforum, 25(68), 22–30. https://doi.org/10.7146/spr.v25i68.128427