Universitetet i Agder: UiA Journal System
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How do high-achieving students learn languages online? Language learning strategy use among university students of languages other than English
No full textThe impact of language learning strategy use on achievement has been extensively researched in the traditional foreign language classroom. However, little is known about this topic in the context of online learning. In addition, previous research has focused primarily on English as a foreign or second language. This study fills these gaps by investigating the use of language learning strategies by students taking a beginner-level online course in a foreign language other than English at a Swedish university. The study examined the extent to which students used language learning strategies, whether age was related to the use of language learning strategies, and whether language learning strategy use increased the likelihood of foreign language achievement, operationalised as receiving the highest final course grade. Participants (n= 108), aged 19–76 years (M = 37.6), completed the Strategy Inventory for Language Learning (Oxford, 1990). Three main findings emerged from the study. First, the students used metacognitive strategies most frequently, which could be explained by the fact that the online format requires great learner autonomy. Second, age was negatively but weakly related to the use of memory and affective strategies. Third, the use of cognitive strategies significantly increased the likelihood of foreign language achievement almost tenfold. Thus, this category of strategies appeared to be a strong predictor of achievement among the study participants.Medan språkinlärningsstrategier och dess inflytande på språkinlärning har studerats flitigt i en traditionell klassrumskontext har ämnet hittills sällan studerats i en internetbaserad inlärningsmiljö. Dessutom har tidigare forskning framförallt fokuserat på engelska som målspråk. Denna studie fyller dessa kunskapsluckor genom att undersöka vilka språkinlärningsstrategier studenter använder som läser en nybörjarkurs i ett främmande språk annat än engelska på nätet, vid ett svenskt universitet. I studien undersöktes i vilken utsträckning studenter använder språkinlärningsstrategier, om användningen av språkinlärningsstrategier var kopplad till åldern, och om användningen av språkinlärningsstrategier ökade sannolikheten att få det högsta möjliga betyget. De 108 deltagarna fyllde i the Strategy Inventory for Language Learning (Oxford, 1990). Resultaten visar att studenterna framförallt använde metakognitiva strategier, vilket skulle kunna förklaras med hänvisning till den självständighet som internetbaserade språkstudier innebär. Det fanns ett svagt negativt samband mellan ålder och användning av minnes- och känslomässiga strategier. Slutligen visade sig användningen av kognitiva strategier öka sannolikheten att studenten får det högsta betyget nästan tio gånger. Användning av kognitiva strategier framstod alltså som en stark prediktor för det högsta betyget i det studerade urvalet.  
Organisational ambidexterity across multiple levels of analysis – The importance of routinization for promoting innovation
No full textThe concept of organizational ambidexterity, balancing act between the conflicting demands of exploit and explore, has been a part of the discussion in innovation research for a long time. Managers ability to balance tensions is a crucial capacity for organisations to be able to promote and support innovation. However, there is still a lack of research which takes multiple levels of analysis into account, how organisations can become ambidextrous, and which focuses on a single organisation.
The study is a qualitative case study which investigates the balancing of tensions in a Swedish municipality and the connections between the organisational and individual levels of contextual ambidexterity. The article identifies a low ambidextrous environment, how this is affected by the interplay between the two levels of analysis where the organsational mechanism enforce routines which contributes to a lack of ability to balance tensions amongst individuals and at a group level. Further, in low ambidextrous environments, behaviors amongst individuals does not appear to be enough to promote organisational ambidexterity.
The article finds the routinization of innovation to be an important step for organisations which wish to improve the environment for ambidexterity. The article contributes to the understanding of ambidexterity by the need to focus on both mechanisms and behaviors, as well as the aggregated group level, to further develop the understanding of how public sector organisations promote and support innovation
Review Article: Quality and Workplace Innovation
No full textThe article reviews three books by David Hutchins (Hutchins 2006, 2019, 2023)
Towards language-sensitive teacher education: Developing a teacher competence taxonomy for the language dimension in languages and other subjects
No full textOne of the aims of teacher education is to contribute to continuity in plurilingual, intercultural, and language-sensitive education, across subjects and educational levels. In this paper, we present selected results of two European projects that support this aim. The article outlines the background and potential of a taxonomy of teacher competences that exemplifies dimensions of language-related teacher competence shared by teachers of languages and other subjects. The dimensions include descriptors for teaching competences proper, for collaboration with other teachers and stakeholders, and for teacher development. Furthermore, a dimension containing competences related to the analysis of languages, discourse and cultures reframes aspects of language teachers’ content knowledge as a competence domain that is relevant, albeit to varying degrees, for all teachers. Two transversal dimensions, which contain teachers’ language and digital competences, an overview of teachers’ values and principles, and an account of professional learning opportunities complete the taxonomy
Prendre en compte les croyances de futures enseignantes de français Lx dans le cadre d’une recherche-action : vers l’utilisation d’approches plurilingues d’enseignement du lexique
No full textLes écoles francophones du Québec (Canada) accueillent de nombreux élèves immigrants bi/plurilingues. Pour les soutenir, une attention devrait être portée à l’enseignement du lexique, notamment au moyen d’approches plurilingues (Galante, 2020 ; Leonet et al., 2020). Toutefois, l’adoption de telles approches reste marginale (Payant et Bell, 2022). Afin de soutenir leur mise en œuvre, il apparait nécessaire de prendre en compte les croyances des futur⋅e⋅s enseignant⋅e⋅s (Borg, 2015) et de leur offrir des occasions de développement professionnel visant un arrimage entre des savoirs didactiques de référence et la pratique en classe (Forget, 2020). Nous nous sommes donc penchées sur la question suivante : Comment une recherche-action peut-elle contribuer à la formation de futur⋅e⋅s enseignant⋅e⋅s en lien avec l’utilisation d’approches plurilingues pour enseigner le lexique en français Lx ? Deux futures enseignantes ont pris part à notre étude, lors de laquelle elles ont créé et mis à l’essai trois activités d’enseignement du lexique en français Lx. Nous avons documenté leurs croyances à partir d’une analyse thématique (Paillé et Mucchielli, 2021) de données recueillies grâce à trois outils : un guide d’accompagnement présentant les trois activités, un journal de bord et un entretien réalisé après la mise à l’essai des activités. Il en ressort que les participantes verbalisent des croyances associées au potentiel des approches plurilingues pour favoriser les apprentissages lexicaux des élèves sur les plans tant cognitivo-langagier que socio-affectif, en cohérence avec les savoirs didactiques de référence présentés en formation initiale des enseignant·e·s
Overgange i flersprogethedsdidaktikken. Transitions in plurilingual education. Transitions dans l’éducation plurilingue
No full textFlersprogethedsdidaktik som omdrejningspunkt på tværs af uddannelsesniveauer – erfaringer og perspektiver
No full textForskning i sprogtilegnelse, flersprogethed og tværsproglig didaktik har påvist, at sprogkompetencer hænger sammen på tværs af sprog, og at sprogkompetencer på første- og andetsprog har stor betydning for tilegnelsen af yderlige sprog (Cenoz 2013). Flersproglig sprogundervisning kan positivt bidrage til udvikling af elevers sproglige bevidsthed, sproglig nysgerrighed og motivation for at lære fremmedsprog.
På trods af disse forskningsresultater dominerer den singulære tilgang stadig i det danske skolesammenhæng, som fokuserer på ét sprog, fx standardtysk i tyskundervisningen. Potentialet af pluralistiske tilgange, der inddrager hhv. flere sprog og sproglige varianter i undervisningen for at fremme elevernes flersprogede kompetencer, udnyttes ikke. Delvis gør det samme sig gældende i læreruddannelsen, selvom pluralistiske tilgange i et vist omfang bliver anvendt og formidlet. I det hele set tillægges disse tilgange dog endnu ikke den betydning, der er nødvendig for et paradigmeskifte i uddannelsessystemet og dermed bliver de ikke solidt forankret i (fremmed)sprogsdidaktikken på tværs af uddannelsesniveauer.
Projektet Tværsproglighed i Læreruddannelsen/TiL (2021-22) havde til formål at udvikle, afprøve og udbrede metoder for flersproglig undervisning som fremmer elevernes sproglige bevidsthed og indlæring i grundskolen.
I den her artikel præsenteres projektets forankring og gennemførsel på læreruddannelsen, konkrete eksempler med fokus på tyskundervisning i grundskolen og udvalgte projektresultater. Derudover fremlægges implementeringsmuligheder med henblik på den nye læreruddannelse i Danmark fra august 2023 (LU23), samt nogle skridt i retning af forankring af tværsproglighed som didaktisk princip i skolepraksis
‘Me Siento Pequeña’ – A Visual Approach Towards Students’ Experiences with the Transition from Elementary to Secondary School in Spanish-German bilingual Education
No full textAs the education system is organised around horizontal and vertical transitions and because bilingual education (BE) and Content and Language Integrated Learning (CLIL) in languages other than English (LOTE) are quite rare, it is difficult to guarantee the continuity of CLIL in LOTE (Harbon & Fielding, 2022). Additionally, little is known about the possible causes and effects of such language and content learning disruptions on students’ learning pathways (Chambers, 2020). Through visual narratives and open-ended questionnaires, this paper examines how 37 young learners in two Spanish-German bilingual classrooms either experienced or envisioned their bilingual and CLIL classes and how they perceive the transition from elementary (4th grade) to secondary school (5th grade). The aim of the research is to better understand CLIL and BE transitions in LOTE from an emic perspective, by gaining some insights into students’ past and current experiences and expectations, thereby collecting ideas for successful transitions that incorporate their perceptions. Our results show that pupils' perspectives through their drawings and answers can be assigned to four main categories: difficulty and workload, self-perception, image of the school and teachers, and social environment at school or in BE. We discuss the implications of our findings for BE and CLIL LOTE, in general, and for dealing with educational transitions more effectively, in particular. 
Developing democracy and citizenship with literary texts about the First World War
No full textThis article reports on an empirical study that explores the interdisciplinary learning potential of literary texts about the First World War in the English classroom. In a 9th grade English class in Norway, learners responded to an illustrated book, two poems, and an excerpt from a novel about the war in learner-led group conversations structured by frameworks. The questions in the frameworks encouraged the learners to move from the particularity of the texts towards issues of the interdisciplinary topic of democracy and citizenship in the Norwegian national curriculum LK20. The theoretical position in this article builds on historical literacy, understood as historical awareness, critical historical thinking, and affective responses to texts about history. The texts offer opportunities for historical and interdisciplinary engagement, thus providing possibilities for developing aspects of historical literacy. Emphasising historical content through scaffolding may be beneficial for developing learners’ critical historical thinking and a deeper historical awareness. Encountering learners’ affective dimensions of historical literacy, individual responses might provide further insight. 
Sproglig opmærksomhed og flersprogethedsdidaktik: Det danske sprogcurriculum ved overgangen fra grundskolen til de gymnasiale uddannelser
No full textArtiklen undersøger, hvordan sproglig opmærksomhed og flersprogethedsdidaktikken indgår i det danske sprogcurriculum i grundskolens 9. klasse og ved overgangen til det tværsproglige forløb Almen Sprogforståelse (AP) på de gymnasiale uddannelser. Datagrundlaget er gældende curriculære dokumenter for grundskolens obligatoriske og fakultative sprogfag og AP-forløbet. Artiklens indholdsanalyse (Mayring, 2014) tager udgangspunkt i to modeller, der er udviklet i rammen af PE-LAL-projektet (Daryai-Hansen et al., 2022): (1) en operationalisering, der med afsæt i van Lier (1998, 2004) skelner mellem en praktisk (PSO), metasproglig (MSO) og kritisk (KSO) sproglig opmærksomhed, der kan rettes mod alle sproglige niveauer (Daryai-Hansen et al., 2019), herunder et transversalt sproglæringsniveau, og (2) en operationalisering af flersprogethedsdidaktikken, der fremhæver hjemmesprog ud over dansk, og er baseret på Candelier et al. (2010), der skelner mellem tre pluralistiske tilgange til sprog (den integrerede sprogdidaktik, interkomprehensionsdidaktikken samt den sproglige opmærksomheds- og anerkendelses-didaktik). Analysen peger på et potentiale i det danske sprogcurriculum, især i AP, dog med tydelige begrænsninger, især i grundskolens store sprogfag dansk og engelsk. Kort sagt manifesterer der sig i grundskolens sprogfag en nogenlunde ligevægt mellem PSO og MSO, mens MSO i 2020 stadig tydeligt prioriteres i AP. KSO er fraværende. I grundskolen ligger fokus på tekstniveauet, det sociolingvistisk/ pragmatiske niveau og sproglæringsniveauet, mens de fleste sproglige niveauer til en vis grad vægtes i AP-forløbet. Den integrerede sprogdidaktik inkluderes i grundskolen til dels og tydeligt i AP, mens de andre pluralistiske tilgange og elevernes hjemmesprog er mere eller mindre fraværende eller begrænses til en integration af de skandinaviske sprog (i dansk) samt latin/græsk (i AP)