Are future L3-German teachers prepared to increase students' metacognition and crosslinguistic awareness in the multilingual classroom? An analysis of teacher education programs at Danish and Norwegian universities

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Are future L3-German teachers prepared to increase students' metacognition and crosslinguistic awareness in the multilingual classroom? An analysis of teacher education programs at Danish and Norwegian universities

The multilingual turn in Europe requires an adaption of foreign language teaching approaches. This study provides theoretical and empirical reasons to treat crosslinguistic awareness as a potentially beneficial metacognitive tool for multilingual language learners. Furthermore, it explores whether future foreign language teachers are introduced to crosslinguistic awareness as a teaching tool in university teacher education. A sample of 27 national and local documents concerning parts of German foreign language teacher education in Denmark and Norway were analyzed for concepts such as multilingualism, metacognition, and crosslinguistic awareness. The document analysis showed that the three main concepts appeared comparably across the countries, but the distribution within the countries differed across the levels of teacher education. In Denmark, the university level focused the most on the concepts. In contrast, the findings in Norway show a more significant level of multilingualism in the national subject curriculum for foreign languages that language teachers are expected to base their instruction on. Multilingualism was not referenced in the samples at the Norwegian university level. Regardless of the appearance of the concepts in both countries' documents, the findings are not conclusive as to whether crosslinguistic awareness is applied primarily as a learning tool for prospective teachers or whether it is promoted as a didactical tool for future teachers' teaching

Affectivity and Relational Awareness in Pedagogy and Education: moments of hesitation in intersubjective encounters

In this article, we put forward the concept ‘relational awareness’ to describe a conscious awareness of the experience of relational responsivity and dynamics of change in stressful intersubjective encounters in pedagogy and education. This concept is inspired by phenomenology and cultural-historical theory. We introduce the theories of extended affectivity, embodied resonance and intersubjectivity and relate these to cultural-historical psychology in order to explore how people appraise and understand situations related to societal goals, motives, practices and mediating means. Relational awareness, which involves being consciously aware of embodied, pre-reflective relational responsivity, is specific to the cultural context, to the mediating means, and the lived experiences of the person. Relational awareness and responsivity can be objects of reflection and education when educational practices include deliberate work on embodied experience and mediational means to reflect on and change experienced intercorporeity. Relational awareness differs from interpersonal perception in that it involves embodied activity mediated by embodied knowledge and social means of language and discourse.Our conceptualisation of relational awareness is empirically driven by two qualitative studies of preschool teachers’ and teachers’ embodied practices to become presently aware during intersubjective encounters with children in stressful everyday conditions. The embodied practices in the study were inspired by exercises in mindfulness and compassion, which were adjusted according to how the participants experienced their significance. The flexibly adjusted exercises and discourses appeared to provide participants with the mediational embodied and discoursive means to become relationally aware in difficult encounters. Biesta’s conceptualisation of ‘moments of hesitation’ contributes to the discussion of ‘relational awareness’ in education and care

Stress i gymnasiet: Hvad der stresser gymnasielever og hvordan forebyggelse og behandling virker med ’Åben og Rolig for Unge’

Læring og trivsel i gymnasiet er truet af præstationspres, konkurrence og udbredt stress. Det modvirker formålene med uddannelse, fordi stress gør det sværere at koncentrere sig, lære og huske og risikerer at forringe de unges sociale trivsel og udvikling. Derfor er stress i gymnasiet alvorligt bekymrende.Denne undersøgelse af stress hos gymnasieelever i Aalborg viser, hvordan stress giver sig udslag i gymnasiet, hvad der stresser eleverne, hvad der adskiller de stressramte elever fra andre elever, hvordan et stressreduktionskursus virker for de unge i gymnasiet, og hvad der kan modvirke stress i gymnasiet

Børn, billeder og personlighedsdannelse

The article presents some genderspecific characteristics in children 'sart and a concept of different symbol-layers. Analyzing children's art the concept is useful. Genderspecific characteristics in children' s art are described according to the conceptof relative development emphasizing that pictures made by children are strongly inspired by pictorial language and motifs in culture. At the same time, however, children's art is expressing personally important themes and questions actualized inchildren's lives and development. The concept of symbol-layers, namely a cultural symbol-layer, a local symbol-layerand a personal symbol-layer, is presented in order to develop a tool to grasp the processes of inspiration and influence from pictures in culture to the individual as well as the spontaneous creativity of the individual in the culture.The article presents some genderspecific characteristics in children 'sart and a concept of different symbol-layers. Analyzing children's art the concept is useful. Genderspecific characteristics in children' s art are described according to the conceptof relative development emphasizing that pictures made by children are strongly inspired by pictorial language and motifs in culture. At the same time, however, children's art is expressing personally important themes and questions actualized inchildren's lives and development. The concept of symbol-layers, namely a cultural symbol-layer, a local symbol-layerand a personal symbol-layer, is presented in order to develop a tool to grasp the processes of inspiration and influence from pictures in culture to the individual as well as the spontaneous creativity of the individual in the culture

BILLEDFREMSTILLING SOM LÆRING I VIRKELIGHEDEN

En tidligere undersøgelse af flere tusinde børnebilleder fremstillet i perioden 1900-1990 danner grundlag for denne artikel'. Med udgangspunkt i det omfattende materiale er eksempler på et barns billeder og billedfremstilling valgt ud. Artiklen sigter mod at belyse det udvalgte barns billede som eksempel på, hvordan billeder kan betragtes som midler i læring, der bearbejder forhold mellem børn i udvikling og disse børns virkelighed.Former research in several thousand pictures made by children during 1900-1990 is the basis for selecting pictures made by a single child for examination in the article. The selected pictures and the circumstances of their creation are analyzed using the concept of a cultural, a local and a personal symbol-layer. Setting off from this analysis the article presents another analytic perspective illuminating the picture-making as situated leaming. The pictures are characterized as means of leaming in practice mediating relations between developing children and the children's reality

Børnetegninger som orienteringsspor og forskningsdata

Der er to formål med denne artikel. Det ene formål er at vise, hvordan børns tegninger kan betragtes som udtryk for børns personlige, erfaringsbaserede og kønnede orienteringer, sådan som de viser sig i børns tegninger. Børns tegninger betragtes dels som artikulationer af endnu ikke tematiseret betydning og dels som resultat af børns læring af visuelle koder og tilblivelsesmuligheder i samspil med deres omverden. Artiklens andet formål er at gøre rede for og diskutere, hvordan børns tegninger kan anvendes som forskningsdata.2 I artiklen præsenterer jeg eksempler på forskellige tegnematerialer, og hvordan de er blevet anvendt i forskning, samt diskuterer forskellige perspektiver på tegninger som forskningsmateriale og anvendelse af tegninger i forskning

Sprachenübergreifendes Bewusstsein in der universitären Lehre – Eine empirische Untersuchung von Lehrpersonen im DaF-Studium in Dänemark und Norwegen

Dieser Beitrag untersucht, wie Mehrsprachigkeitsdidaktik im Lehramtsstudium für künftige DaF-Lehrende in Dänemark und Norwegen behandelt wird. Ausgehend von den Konzepten ‚sprachenübergreifendes Bewusstsein‘ und ‚Lehrer*inneneinstellungen‘ werden Daten aus sechs Beobachtungen von Lehrveranstaltungen und Folgeinterviews mit fünf Universitätslehrpersonen qualitativ durch offenes Kodieren analysiert. Obwohl alle Studienteilnehmer*innen ein gewisses Interesse an sprachenübergreifenden Ansätzen für den Fremdsprachenunterricht zeigen, variiert das Vorkommen von anderen Sprachen als Deutsch in den Beobachtungen. Die Ergebnisse zeigen wenige Beispiele für explizite sprachenübergreifende Sensibilisierungsmaßnahmen, und der Nichtzielsprachengebrauch ist weitgehend auf Dänisch oder Norwegisch beschränkt. Den Universitätslehrpersonen scheint es an Wissen sowie geeigneten didaktischen Herangehensweisen zu fehlen, um mehrsprachige Didaktik in ihre Lehre einbinden zu können

»JEG VILLE ØNSKE JEG IKKE HAVDE SET DE BILLEDER MED VINDUERNE« – om børn, medier og demokrati

Elektroniske medier indgår i menneskers hverdag med underholdning, oplysning og kommunikationsmuligheder, og adgang til disse medier kan betragtes som demokratisk og kvalificerende for demokratisk deltagelse. Medieforskningen karakteriserer børn og unge som mediekompetente. Samtidig problematiseres det i den offentlige debat, hvorvidt børn og unge skal have adgang til alle former for medieudbud, eller om de skal beskyttes mod bestemte former for mediepåvirkninger. I artiklen undersøges nogle af psykologiens bidrag til at forklare medieoplevelser og deres virkninger. Der gives eksempler på børns og voksnes oplevelser af nyhedsformidling og forklaringer af dem i et psykodynamisk, et kognitivt udviklingspsykologisk og et kultur- og diskurspsykologisk perspektiv. Disse forholdes til en del af medieforskningens fund om børns medieoplevelser. De tre psykologiske perspektiver karakteriseres som nogle, der fører til fokus på udsagnssproglige symbolfunktioner, og i artiklen forholdes dette til overvejelser om førsymbolske oplevelser af bl.a. medier og samspillet mellem førsymbolske oplevelser og symboliseringer i sociokulturel interaktion og diskurser. På denne baggrund peges i retning af kultursensitive udviklingspsykologiske perspektiver, hvilket retter fokus mod, hvad medieudbudet bidrager med i et demokratisk perspektiv? Der er grundlag forat beskytte mindre børn mod voldsomme medieoplevelser, og det diskuteres, om en del af medieudbudet også er skadeligt for voksne og risikerer at underminere reflekteret demokratisk deltagelse

Forskeres arbejde med oplevelser af børns tegninger som forskningsmetode

I tegning får børn mulighed for at give visuelt udtryk for forhold der optager dem. Den slags visuelle fremstillinger kan præsentere oplevelser, engagement og emotionelle kvaliteter der ikke er enkle at gøre sprogligt rede for. I videnskabelige undersøgelser kan børns tegninger bruges som udgangspunkt for undersøgelse af forhold der kan være vanskelige at udtrykke sprogligt. Når børnetegninger anvendes som forskningsmateriale, er det en udfordring at gøre det transparent hvordan tegninger på særlige måder bidrager til viden om det forskeren ønsker at undersøge. Formålet med denne artikel er at gøre rede for hvordan forskerens sanselige og æstetiske oplevelser af børns tegninger kan gøres transparente ved at tegninger betragtes som ‘æstetiske objekter’ som led i forskningsprocessen