Languages in the Danish Educational System (LDES)
This research group unites researchers studying the role of foreign and second languages in Danish educational contexts, from primary over secondary to tertiary education and including a focus on language programs (Danish, English, French, German, Italian, and Spanish) as well as on the use of languages for teaching and learning in content areas. We share an interest in language acquisition, language instruction and methodology and in the conceptualization of relevant language repertoires in academia.
The members share an interest in language acquisition, language instruction and methodology and in the conceptualization of relevant language repertoires in academia. We combine a number of theoretical approaches from linguistics, Second Language Acquisition (SLA), language pedagogy, and language policy with research questions at the core of applied linguistics. Therefore, we are involved in developing language education at university level as well as in other sectors and in language teacher education. The group’s cross-fertilization between research and teaching and between theoretical and applied research was emphasized for its “intrinsic research strength and invaluable contribution to the university as a whole, and Danish society at large” in the ENGEROM research evaluation in 2018.
Our vision is to continue gaining insight into language teaching and learning in Danish primary, secondary and tertiary education, through empirical studies, theory development, and national and international research cooperation. The focal points are language learning and use in different contexts, language planning and evaluation, and languages-in-education in general. This includes a focus on modernization of language programs, by transforming the interface between language, culture and intercultural competencies and including emerging cross-languages approaches through a focus on plurilingualism, translanguaging, and third language acquisition. Thus, it is our ambition to maintain the present position as a stronghold in the development of language education in Denmark through continued cooperation with schools, university colleges, and ministries.
Within this overall framework, the group conducts research in the following areas:
- The role of language and languages in teaching and learning in higher education.
- Foreign-language acquisition, learning processes and the use of information technologies in L2 teaching and learning.
- The interaction between language, culture and society in educational contexts.
- The development of research-based teaching proficiency in English, French, German, Italian, Portuguese and Spanish.
- The development of ways in which to quantify students’ language skills at the start of foreign-language programmes and to identify their language needs.
- Use of digital technologies and digital information sources such as online text corpora in language learning and teaching.
- Challenges of applied linguistics in multilingual settings.
- Content and Language Integrated Learning (Soft and Hard CLIL)
- Plurilingual education / translanguaging
- Transitions in language education across educational stages (primary, secondary, tertiary)
- Teacher and student cognition
Several members are involved in the University of Copenhagen’s 2016 language strategy, the Consortium for Language Didactics in Primary Schools, and the Faculty of Humanities’ partnerships with the university college, especially KP.
Following the announcement of a new national government strategy for language education in Denmark, the research group contributes to the development and implementation of new forms of foreign language education from primary school through secondary school and into tertiary education, including training of language teachers. This entails cooperating with stakeholders in various (professional) organisations, institutions and ministries and making the research of the members available as a knowledge base for further development.
- German students’ cognition: Perceived fields of problems, funded by NCFF (2019-2020) (Petra Daryai-Hansen).
- Quality development and needs analysis – French, funded by NCFF (2019) (Lisbeth Verstraete-Hansen).
- Spanish as a foreign language in Denmark. A needs analysis of the development of Spanish in a transitional perspective, funded by NCFF (2019) (Natalia Morollón Martí).
- Transnational Alignment of English Competences for University Lecturers (TAEC) (October 2018-January 2020). Project funded by ERASMUS+ Strategic Partnerships (Slobodanka Dimova, project leader)
- Application to The Danish National Centre for Foreign Languages (NCFF) for a project on languages as additional competencies to be submitted Fall 2019 (Anne Holmen, Petra Daryai-Hansen, Erling Strudsholm).
- Application to The Danish National Centre for Foreign Languages (NCFF) for a project on writing English, French and Spanish in secondary and tertiary education to be submitted Fall 2019 (Dorte Albrechtsen, Sanne Larsen, Jan Lindschouw, Natalia Morollón Martí, Joyce Kling Soren).
- Project Plurilingual Education – Minority and Majority Students’ Language Awareness across Educational Levels, submitted to the Independent Research Fund Denmark, Thematic Research Spring 2019 and to be submitted to DFF Fall 2019 (Petra Daryai-Hansen et al.).
- Application to The Danish National Centre for Foreign Languages (NCFF) for a project on Soft CLIL and Hard CLIL in German, French and Spanish Primary, Secondary and Tertiary education, to be submitted Fall 2019 (Petra Daryai-Hansen et al.).
- Project CLsIL-LOTE – successful transitions across educational stages, submitted to European Centre for Modern Languages, Council of Europe, spring 2019 (Petra Daryai-Hansen et al.).
- Further development of the conceptual framework of translanguaging pedagogy in Danish education (Anne Holmen).
- “More Languages for More Students” 5-year language strategy for students across UCPH (2013-18), development of conceptual frameworks, results from surveys on language attitudes and needs, follow up on organizational changes.
Research/development projects, e.g. Learning Foreign Languages at an Early Age – A New Approach with Emphasis on Plurilingualism and Early Language Start, funded by the A. P. Møller foundation (2016-18); Developing Early Foreign Language Learning and Teaching in the Nordic/Baltic Context, funded by Nordplus Horizontal (2016-2018); Framework of Reference for Pluralistic Approaches to Languages and Cultures – TaC (2014-2019), funded by the European Centre for Modern Languages, Council of Europe; Brobygning i tyskfaget, funded by Ministry of Education (2017-2018); Kvalitetsudvikling og efteruddannelse i et brobygningsperspektiv. En behovsanalyse i faget tysk, funded by NCFF (2018-2019).
- TOEPAS (Test of Oral English Proficiency for Academic Staff) validation and further development. Nominated for the UCPH Innovation Prize in 2017.
- Joyce Kling & Sanne Larsen´s PhD degrees 2013, Kimberly Chopin’s PhD degree 2016; Lene Rotne´s PhD degree 2018, Anne Sofie Jakobsen´s PhD degree 2018. Grants awarded to Rawand Jalal 2013, Stephanie Löbl 2016 and Dea Jespersen 2019 (The Danish Council of Education), Katherine Kappa 2016 (The Danish Council for Independent Research, as part of the TMC project).
- TAEC (Transnational Alignment of English Competences for University Lecturers) Conference (April 2019) on EMI Practices in Europe.
- NORDAND (May 2019), a Nordic conference on second language learning and teaching
- Hosting of CILPR (Congrès International de Linguistique et de Philologie Romanes) (Jan Lindschouw et al.) July 1st-6th 2019) and subsequent publication activity of selected papers.
- CIP’s annual symposia on Academic Literacies: Writing (2015); Academic Literacies: Reading (2016); The role of lecturers in supporting students’ academic language (2017); Academic language and common terminology across the university (2018).
- ICLHE (Integrating Content and Language in Higher Education) Conference (2017): Integrating Content and Language in Multilingual Higher Education.
One of the aims of the research group is to collaborate with students in our department, which results in several publications edited with students. Furthermore, the research group invites interested MA students and applicants for PhD scholarships to join group meetings and is proactive in supporting potential PhD applicants. Through teaching and coordinating, the Master of Foreign Language Education (Master i fremmedsprogsdidaktik) members of the research group have frequent contact with language teachers in primary, secondary and tertiary education.
- Tandem Milano-Copenhagen
- Electronic tools (IT) in the language-learning environment
- CIP´s annual symposium, this year on language policy
- Written tests with access to the Internet
Digital series of talks on plurilingualism and interculturality
|Daryai-Hansen, Petra||Associate Professor||+4535334482|
|Dimova, Slobodanka||Associate Professor||+4535328173|
|Drachmann, Natascha||PhD Fellow||+4530237919|
|Holmen, Anne||Head of Centre, Professor||+4535328174|
|Jensen, Christian||Associate Professor||+4535330019|
|Kling, Joyce||Associate Professor||+4535328169|
|Lindschouw, Jan Juhl||Associate Professor||+4535328432|
|Löbl, Stephanie Kim||PhD Fellow||+4535334972|
|Morollon Marti, Natalia||Part-time Lecturer||+4522212578|
|Mortensen, Janus||Associate Professor||+4535334020|
|Strudsholm, Erling||Associate Professor||+4535328437|
|Søgaard, Karoline Emilie||PhD Fellow|