Et andenordensdidaktisk perspektiv på tværsproglig undervisning i engelsk og fransk på læreruddannelsen

In the Danish Folkeskole (primary and lower secondary school) and teacher education, increasingly plurilingual student populations call for responsive plurilingual pedagogies in teacher education. This paper explores second-order didactics in plurilingual teaching combined with task-based and playful approaches in the English and French teacher education at University College Copenhagen. It investigates: (1) connections between the plurilingual learning arenas created in teacher education and those that student teachers subsequently create for primary school pupils; and (2) how these connections can be understood through concepts of explicit and implicit modelling and specific and general transfer. The study involves 42 student teachers (divided into 8 groups) and two teacher educators. It draws on a range of qualitative data from both teacher education and the school arena. An empirical analysis of two workshops shows that engagement in plurilingual, task-based and playful activities, supported by explicit modelling (type B) and structured reflection, can foster student teachers’ development of coherent plurilingual learning spaces and support general transfer of didactic principles. At the same time, the study identifies fragmentary or limited transfer where modelling remains implicit, or where plurilingual and playful dimensions are only partially realised. The paper discusses implications for teacher education design that systematically supports second-order didactics in Denmark.