Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom

Publikation: Bog/antologi/afhandling/rapportPh.d.-afhandlingForskning

Resumé

Denne afhandling udgør et ud af tre ph.d.-projekter i “Jo yngre, jo bedre”-projektet (Cadierno & Eskildsen, 2018.). Projektet, og dermed min afhandling, undersøger rollen af en tidlig sprogstart i skolen, som blev relevant i dansk kontekst i forbindelse med folkeskolereformen 2014, og som medførte at engelsk nu indføres i første klasse i folkeskolen, fremfor i tredje klasse. Deltagerne i projektet er 264 danske folkeskoleelever. Omkring halvdelen af dem har begyndt engelskundervisning i tredje klasse, som det var sædvanligt før folkeskolereformen. Den anden halvdel af eleverne i projektet er del af den første generation af elever som starter med engelsk i første klasse. Datamaterialet består både af resultater fra multiple-choice sprogtests og videooptagelser fra elevernes respektive første to års engelskundervisning. Min ph.d.-afhandling undersøger klasseværelsespraksissers rolle i tidlig fremmedsprogsundervisning ved at besvare tre forskningsspørgsmål: • Kan man se forskelle mellem elever der introduceres til engelsk tidligere (dvs. i første klasse) og senere (dvs. i tredje klasse) efter 2 års undervisning med henhold til deres sprogfærdighed og læringshastighed målt på receptivt ordforråd, receptiv grammatikforståelse, og receptiv fonologisk færdighed? • Hvilken rolle spiller kvaliteten og kvantiteten af den eksponering og brug af engelsk i elevernes sprogfærdighed og læringshastighed med hensyn til receptivt ordforråd, receptiv grammatikforståelse, og receptiv fonologisk færdighed? I hvilken grad er denne variabel egnet til at forklare læringshastighed og sprogfærdighed? • Hvordan skabes intersubjektivitet af deltagerne i tidlig engelskundervisning og hvordan fører det til læringsmomenter og mikrogenese?
OriginalsprogEngelsk
Antal sider199
StatusUdgivet - 2017

Fingeraftryk

foreign language teaching
Denmark
classroom
learning
school grade
foreign language
intersubjectivity
video recording
school reform
first generation
English language
grammar
primary school
vocabulary
discrimination
instruction
interaction
language
school

Citer dette

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title = "Classroom Practices in Early Foreign Language Teaching in Denmark: On the Role of Quantity and Quality of Exposure to English inside the Classroom",
abstract = "This thesis is one out of three PhD projects in the “The younger, the better?”- project (Cadierno & Eskildsen, 2018). The project as a whole, and therefore my thesis, investigates the role of an earlier starting age in foreign language learning. This became a relevant topic in Denmark in 2014 when the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform, the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short-term L2 proficiency (i.e., after 2 years of instruction) with respect to the following language dimensions: receptive vocabulary, receptive grammar, and receptive phonological discrimination? • What is the role of inside-school quantity and quality of exposure to and use of English in children’s rate of L2 learning and short-term L2 proficiency? To what extent is this variable a good predictor of faster rate of learning and higher level of short-term L2 attainment? • How is intersubjectivity co-constructed in early English as a Foreign Language classrooms and how does this turn into learning moments and microgenesis?",
author = "{aus der Wieschen}, {Maria Vanessa}",
year = "2017",
language = "English",

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N2 - This thesis is one out of three PhD projects in the “The younger, the better?”- project (Cadierno & Eskildsen, 2018). The project as a whole, and therefore my thesis, investigates the role of an earlier starting age in foreign language learning. This became a relevant topic in Denmark in 2014 when the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform, the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short-term L2 proficiency (i.e., after 2 years of instruction) with respect to the following language dimensions: receptive vocabulary, receptive grammar, and receptive phonological discrimination? • What is the role of inside-school quantity and quality of exposure to and use of English in children’s rate of L2 learning and short-term L2 proficiency? To what extent is this variable a good predictor of faster rate of learning and higher level of short-term L2 attainment? • How is intersubjectivity co-constructed in early English as a Foreign Language classrooms and how does this turn into learning moments and microgenesis?

AB - This thesis is one out of three PhD projects in the “The younger, the better?”- project (Cadierno & Eskildsen, 2018). The project as a whole, and therefore my thesis, investigates the role of an earlier starting age in foreign language learning. This became a relevant topic in Denmark in 2014 when the onset of English classes in Danish primary schools was lowered from 3rd to 1st grade. The participants in the studies conducted in this thesis are 264 Danish Young Learners. About half of these students have started learning English in the 3rd grade, as it was usual before the 2014 school reform, the other half consists of the first generation of Danish Young Learners starting English lessons in the 1st grade. Data in the form of multiple-choice English tests and video-recordings of classroom interaction was collected during the Young Learners’ first two years of instructed English lessons. Against this background, my thesis investigates the role of classroom practices in early English as a Foreign Language (EFL) teaching by posing the following research questions: • Will there be differences between earlier (age 7) and later (age 9) starters of English language learning in their rate of learning and short-term L2 proficiency (i.e., after 2 years of instruction) with respect to the following language dimensions: receptive vocabulary, receptive grammar, and receptive phonological discrimination? • What is the role of inside-school quantity and quality of exposure to and use of English in children’s rate of L2 learning and short-term L2 proficiency? To what extent is this variable a good predictor of faster rate of learning and higher level of short-term L2 attainment? • How is intersubjectivity co-constructed in early English as a Foreign Language classrooms and how does this turn into learning moments and microgenesis?

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