ABSTRACT

In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our analysis on the three main approaches described in The Framework of Reference for Pluralistic Approaches to Languages and Cultures: integrated didactic approach (IDA), intercomprehension between related languages (ICRL) and eveil aux langues (EAL). We found several similarities across the Scandinavian countries, but also some major differences, suggesting that plurilingual education in these countries will likely have different learning outcomes for the students. For example, IDA is lacking in the Swedish curriculum, and the goals for ICRL are more ambitious in Denmark than in the other countries. Furthermore, Norway and Sweden include national minority languages in their pluralistic approaches, whereas no attention is given to language diversity in regions with close political bonds to Denmark, such as the Faroe Islands, Iceland, and Greenland.

摘要

在斯堪的纳维亚半岛，多语制已被视为语言课程的重要目标。然而，研究表明，教师很难理解什么是多语言制以及如何实施它。为了解决这种不明确的问题，我们分析了丹麦、挪威和瑞典学校教育的三种主要语言科目的课程，目的是确定其中可以找到哪些多元化方法。我们的分析基于《语言和文化多元方法参考框架》中描述的三种主要方法：综合教学方法（IDA）、相关语言之间的相互理解（ICRL）和eveil aux langues（EAL）。我们发现斯堪的纳维亚国家有一些相似之处，但也有一些重大差异，这表明这些国家的多语言教育可能会给学生带来不同的学习成果。例如，瑞典课程中缺乏 IDA，而丹麦的 ICRL 目标比其他国家更为雄心勃勃。此外，挪威和瑞典将少数民族语言纳入其多元化政策中，而没有关注与丹麦政治联系密切的地区的语言多样性，例如法罗群岛、冰岛和格陵兰岛。