ABSTRACT

Studies exploring grammar teaching in first and foreign language subjects in Scandinavia are very rare. In this article, we present findings from a focused ethnographic study (Gramma3, 2018–2019) of grammar teaching practices in the three major first and foreign language subjects at lower-secondary level (age 13–15) in Denmark: Danish L1, English L2 and German L3, with data collected at seven schools. The dominance of traditional school grammar content in all three classrooms is one main finding. However, the approaches vary across the three subjects, mirrored also in different traditions and cultures for language learning within first and foreign language subjects. The co-existence of concurrent and even contradictory practices within each language subject is another main finding. Thus, the cross-curricular perspective of the present study leads to detailed findings suggesting new ways of understanding explicit grammar teaching in compulsory education. In this way, the study helps to shed light on an under-researched, yet key curricular content area in all three subjects, suggesting opportunities for cooperation between first and foreign language teachers. In turn, it contributes knowledge, which is valuable beyond the national context of the study, with the potential for comparative studies across borders.

摘要

在斯堪的纳维亚探索第一语言和外语科目语法教学的研究非常罕见。在本文中，我们介绍了一项重点民族志研究（Gramma3，2018-2019）在丹麦初中阶段（13-15 岁）三个主要的第一语言和外语科目的语法教学实践的结果：丹麦语 L1、英语L2 和德语 L3，在七所学校收集数据。一个主要发现是传统学校语法内容在所有三个教室中占主导地位。然而，这三个科目的方法各不相同，也反映在不同的传统和文化中，第一语言和外语科目的语言学习。另一个主要发现是每个语言学科内同时存在甚至相互矛盾的实践。因此，本研究的跨学科视角得出了详细的研究结果，提出了理解义务教育中明确语法教学的新方法。通过这种方式，该研究有助于揭示所有三个学科中研究不足但关键的课程内容领域，为第一语言教师和外语教师之间的合作提供了机会。反过来，它也贡献了知识，这些知识在研究的国家范围之外很有价值，具有跨国比较研究的潜力。