Oral proficiency in second and third foreign languages in the Danish education system

Abstract

In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.

Business game como método eficaz para gestionar el desarrollo de las competencias comunicativas y profesionales de los filólogos-traductores

“…The following methods were used in the study: literature survey, videos of business games conducted in the experimental group (with the duration 20 to 30 minutes), closed questionnaire (Fernández & Andersen, 2019), CEFR (EFSET, 2022). All questionnaires were reviewed by 3 experts (from language, psychology and pedagogy).…”

“…The reasons for such an uneven distribution between writing and oral language are the lack of skills to teach oral language, the higher status of written language, the focus of textbooks on teaching to write, and so on. A separate problem is the lack of proper qualifications of teachers, linguistic knowledge (phonetics and phonology, lexicology, syntax, grammar, pragmatics) (Fernández & Andersen, 2019). Even if learning takes place orally, it is often not a psycholinguistic or sociocultural process.…”