Workshoppen tager udgangspunkt i motivationsteorien: Hvordan kan vi motivere elever i grundskolen og på ungdomsuddannelser til at kommunikere på deres andet eller tredje fremmedsprog? Vi tager afsæt i arrangerede sprog- og kulturmøder og Content and Language Integrated Learning (CLIL) som praksiseksempler. Hvordan kan disse tilgange styrke elevernes motivation til at kommunikere mundtligt på deres fremmedsprog? Hvilke udfordringer er der, og hvordan kan disse forklares ud fra motivationsforskningens perspektiv? Er det nødvendigt at alt mundtlig kommunikation foregår på fremmedsprog eller er det ud fra motivationsforskningen også meningsfuldt at undervisningen trækker på elevernes samlede sproglige repertoire og giver plads til translanguaging mellem målsproget, dansk/svensk, engelsk og elevernes førstesprog? Hvilke redskaber har vi så trods alt til at styrke det der er et af fremmedsprogsundervisningens centrale mål: mundtligheden på målsproget?

Sprog: Workshop afholdes på dansk/svensk. Den interskandinaviske forståelse bliver understøttet gennem vores slides.  

What are the challenges related to oral target language use in the foreign language classroom, and how may plurilingual approaches be applied to encourage students’ oral engagement? In this session, Altjana Brkan will present research on the importance of oral communication and data on the actual use of target language in lower secondary classrooms in Norway (English and French) and the amount of time allocated to oral communication in French language classroom. Line Krogager Andersen will present and discuss the potentials of plurilingual approaches in regard to the promotion of oral language use on the basis of research in Danish primary language classrooms, and Gro Caspersen will present examples from her own plurilingual teaching. We will discuss different real-life examples of plurilingual teaching and the difficulties of promoting target language use in the classroom. Throughout the workshop, we will integrate exercises and questions to allow participants to reflect on their own and their students’ plurilingual repertoires and consider how these may be put to use in their everyday teaching with the aim of promoting oral participation.

Language: The session will be in English and examples involve Norwegian, Danish, English, French and German. 

The pandemic has forced teachers to rethink their methods and strategies. Flipped teaching is even more relevant than ever.

What is flipped classroom and how can you do it in your own language classroom? What are the advantages and challenges of such? What might a lesson plan look like?

In this workshop on flipped classroom we take a hands-on approach and explore activities which can be tailored to suit any language classroom.

Language: English.

The covid pandemic and the demand for online teaching challenged educators’ approaches to teaching and learning languages. The digital shift meant leaving behind approaches that were thought only possible in a physical environment. The Storyline Approach is one that many teachers believed impossible online. Teacher educators from the Østfold University College and University of Gothenburg implemented an online storyline for student teachers. In this workshop, elements of the Storyline Approach in context of language learning will be presented. The workshop participants will then be given the opportunity to experience methods and online programs that were used in these storylines.

Language: English.

Many teachers experience difficulties developing and selecting speaking tasks that motivate students to participate in different speaking situations (e.g., prepared speech, oral interview, group discussions), developing and using different assessment criteria (e.g., examples from CEFR), and providing effective feedback.

Therefore, the purpose of this workshop is to provide a venue for foreign language teachers with different language backgrounds and educational contexts to express their L2 assessment dilemmas and draw on their experiences in order to answer fundamental questions about L2 oral assessment practices.

Language: English.

For many foreign language teachers, it is quite challenging to provide corrective feedback on oral production that is both effective, non-disruptive in relation to the current communicative situation, and not perceived as threatening to the learners’ self-confidence and desire to express themselves in the foreign language.

The goal of this workshop is to work hands-on with strategies for feedback giving in connection with oral production in the foreign language classroom, particularly at beginner levels.

We will start with a brief introduction to the concepts of orality and feedback (types, strategies, etc.) and we will give room for an exchange of ideas regarding challenges and dilemmas. We will propose a series of strategies to be discussed, evaluated, and adapted by the participants, taking into account their local contexts and particular needs.

Language: English.

Uno de los retos a los que nos enfrentamos como profesores de una lengua extranjera es generar espacios de comunicación oral auténtica con nuestros estudiantes (y entre ellos), en la lengua meta, desde el inicio de su aprendizaje. Este taller pretende identificar y reflexionar brevemente sobre algunos momentos de interacción oral profesor-estudiante/estudiante-estudiante que se generan en el aula de ELE para posteriormente proporcionar recursos prácticos que faciliten estos intercambios en los que el desarrollo de estrategias de interacción juega un papel fundamental.

En forudsætning for god sprogundervisning er, at læreren kan skabe kontekster, hvor eleverne føler sig trygge. I denne workshop kommer vi ind på, hvordan eleverne meningsfuldt får mulighed for at udtrykke sig som ‘risk-takers’ blandt andet om deres egen verden. Workshoppen vil være organiseret omkring oplæg, gruppedrøftelser og give en række forslag til at arbejde med elevers strategiske kompetencer ud fra forskellige typer af kontekster som simulerede, reelle og task-baserede.  

Sprog: Dansk.