This article explores how the development of mother-tongue instruction (MTI) policies in the Danish welfare state have created varying notions of difference and sameness in the schooling of migrant students and how they experience these notions locally in practice. Based on an analysis of MTI's policy history and oral history interviews with…

Although many studies have investigated teaching in one-to-one computing classrooms, not many have considered the material dimension as equally important to the human dimension. Thus, by using a sociomaterial perspective, we aim to broaden the discussion about emergent teaching practices in Nordic classrooms where students use tablets as personal…

The aim of this article is to examine the significance of teachers' conceptions of quality when assessing digital multimodal student productions. The authors have undertaken a design-based research study to examine how to support teachers' use of explicit quality criteria for multimodal production in 5th to 8th grade Danish and History classes…

This article investigates encounters between the two overall language resources -- standard vs. non-standard and regional varieties -- in two linguistic minority communities in Denmark. Concentrating on Turkish and Farsi mother tongue classes, the study departs from two interviews with the parents of mother tongue students. Additional ethnographic…

This article focuses on mother tongue teaching in Arabic, Dari, Pashto and Somali as it is practised in a linguistically diverse primary school in Denmark. The article draws on a linguistic ethnography of language teaching across the curriculum, and the analysis focuses on three mother tongue teachers. Drawing on classroom observations and…

Although not often discussed, complementary ('mother tongue') classrooms comprise participants who differ substantially in a number of ways. Differences comprise, e.g. participants' orientations to and understandings of the indexicalities of linguistic registers, which may have been brought along from the presupposed country of origin. It has…

To illustrate differences in lower secondary-level language and literature teaching, we contrast a typical teaching episode in Denmark with one in England. Both reflect the dominant discourses in each country alongside recent policy initiatives, and each exemplifies a different orientation to language and literature teaching focussing on…

The Danish concept of integration is intended to enable the minority group child to function as well as possible in a strange society, in a foreign language, without being forced to give up his or her identity, without losing his or her roots or forgetting his or her language. (PS)

Preliminary results of an extensive study of 50 native Yugoslav students who migrated to Denmark but still attended mother-tongue classes indicated that most had mastered the Danish language and used it with their peers and most learned their native language from their parents and continued to use it with them. (Author/CB)