For what benefit? Grammar teaching materials in upper primary Danish L1

Abstract

This article contributes new insights into grammar teaching in Danish L1 by examining the three most frequently used learning materials concerned with grammar in upper primary school in Danish L1. An analysis of the why, what and how in the three materials shows that they state a prescriptive purpose, pay particular attention to spelling and punctuation rules, and suggest a repetitive grammar teaching approach. The analysis also shows that recent pedagogical trends such as process writing and genre pedagogy are not reflected in these popular upper primary Danish L1 grammar teaching materials. Thus, the article sheds light on an under-researched content area in L1 education in Denmark, and it aims to contribute to a qualified debate about the role of grammar teaching and grammar teaching materials in L1 education, in dialogue with existing empirical research.

Evaluating textbooks for primary grade reading instruction: A usable heuristic for L1 education

“…We see this result in the quantitative part of the mixed methods study (Bundsgaard, Buch, & Fougt, in preparation), as well as in several of the qualitative studies. The study on learning materials for grammar teaching, for example, shows that these materials preponderantly focus on correctness and decontextualised grammatical concepts without including the use of grammar and linguistic knowledge in actual communicative situations (Kabel, 2020). Likewise, the study on learning materials for literature teaching, concludes that these materials are characterised by an instrumental approach to the students' acquisition and use of a fixed set of analytical concepts while very little attention is paid to the students' interpretive thinking and their appreciation of literature (Rørbech & Skyggebjerg, in preparation).…”

Læreres redidaktiseringsstrategier

“…På baggrund af undersøgelsen foretager en raekke forskere kvalitative undersøgelser af de mest udbredte laeremidler til forskellige områder af danskfaget. Bremholm (2017Bremholm ( , 2020 undersøger laeremidler til begynderundervisning, Kabel (2017Kabel ( , 2020 2020) konkluderer, at der kun findes få danske empiriske studier i brug af laeremidler, hvilket således også gaelder for danskfagets laeremidler. Her skal dog naevnes nogle af de mest relevante.…”

”Der er grammatik med, når vi gennemgår det fælles” – Elevers opfattelser af grammatikundervisning i sprogfag

“…Ud fra en nyere laeremiddelsanalyse (Kabel, 2020) tyder meget på, at praeskriptiv dekontekstualiseret grammatikundervisning også praktiseres i grundskolen i Danmark. De tre hyppigst købte undervisningsmaterialer til grammatikundervisning i danskfaget baerer praeg af at vaere baseret på udfyldningsopgaver, hvor svar er rigtige eller forkerte.…”