EN2 -Language acquisition

Kort beskrivelse af EN 2 fra studieordningen

EN 2: Processer i sprogtilegnelse og kommunikative færdigheder

Dette modul arbejder med følgende spørgsmål: Hvordan lærer man sprog? Hvordan foregår sprogudvikling? Hvad er kommunikative færdigheder? Hvad er sammenhængen mellem kommunikation og sprogtilegnelse? Hvordan beskriver man sprogtilegnelse og kommunikative færdigheder? Hvordan og hvorfor fungerer læreren som sproglig vejleder? Hvordan tilrettelægger læreren undervisning, der giver mulighed for sprogtilegnelse? Hvad er sammenhængen mellem sprogsyn, læringssyn, fagsyn og konkret undervisning? Udgangspunktet er sproglige færdighedsområder, diskurs- og strategisk kompetence samt læring. Fokus er ’processer’ som dynamiske størrelser i sprog og sprogudvikling, fx hypotesedannelse, sproglæringsstrategier og kommunikationsstrategier.
Der arbejdes med:
  • færdighedsområderne lytte, læse, skrive, tale og samtale i et kommunikativt kompetenceperspektiv
  • intersprogsudvikling i forhold til læringsforudsætninger og potentialer
  • målsætning, praktisk tilrettelæggelse i varierede arbejdsformer, it, læremidler, evaluering og feedback på intersprog i et differentierings- og inklusionsperspektiv
  • paradigmatiske skift i sprogundervisning og sammenhæng mellem sprogsyn, læringssyn og didaktisk tilrettelæggelse på basis af gældende nationale og internationale bestemmelser
Der arbejdes desuden løbende med den studerendes egen sproglige udvikling i lyset af modulets indholdsområder.


20th of December

Personal reflection.

In class I had to make a letter to myself on what i need to work on. This is that letter.

Dear Ditte

So we need to talk about what you didn’t understand in EN2 and what you have to work with later on. The main part you need to work on is understanding gramma. You are lacking basic knowledge of gramma even in Danish and maybe you should use some of your time at Ordblindeskolen. YOU NEED TO WORK ON IT IN YOUR SPAIR TIME.

Another thing that you aren’t that good at is using 2.0 learning tools. I do believe that you will become better at this later on, but having fun with it in your spare time will be a good idea, maybe make a kahoot or a quizlet for the family.

There is also some terminology that you need to become better at. You have a lot of ideas an knowledge, but can’t remember the right term for it. I would recommend maybe some flash cards and to put them in to you dictionary before the 13th of January.

So that were some things to work on and now don’t stress about it. You can easily book a time with Jeppe to understand the gramma. Then I think you should try to make a Kahoot for your family, and make those flash cards and be aware of the once you need to learn.

Love Ditte

8th of December

Interlanguage analysis

This is a group project i made with Fie and Paula.


28th of November

Personal reflection.

Now half of the semester has parsed and I just wanted to make a little update on my golds for English. My gold was to become better at grammar and especially the English comma. I went to hovedstadens ordblindeskole and had a lesson in the English comma. At the lesson I learned 5 rules for the comma.

  1. Like in Danish if there is two subjects  and predicators it can be separated with a comma offend after words like and, but, or, for, nor, so, yet.
  2. The oxford comma is in repetition to separate the words and also before and. Like red, blue, green, and purple.
  3. If you want to make a parenthesis, instead you can make commas around it.
  4. You have to make a comma if the first part of a sentence tells something about the condition about the main point in the sentence. An example of this is “The last few years, she has been going to dance lessons ”
  5. If a sentence starts with an adverb you have to make a comma. Look for words like thus, therefore, here, hence, consequently, furthermore, and however.

I am still not perfect at the English comma, but I’m working with it.

All in all I think I have improved my written English. The programs on my dyslexia computer are really helping, and I can bring them to the English test at the end of this semester. I’m still nervous that my English level is not good enough, but I’m working as much as I can, and I’m exposed to a lot of English.


27th oktober 2016

In a group made we have this pre-reading task. There are several research levels of scafolding. The first is without the red boxes, the second level is with red boxes with just words, and the last level is fine with words and pictures. I snarker the task in this video. Show you will see it bedder explained.


22nd – 29th of September 2016

Reflection on my pre-, during and post-reading excises.

The reading:

First I like to talk a bit about reading the test. The text we had to do a pre-reading excised for was in Basic Issues in EFL Teaching and Learning chapter 1 Introduction page 1-15. I thought it were very difficult chapter or book, but it were lucky about something ferly simple when I understood it. There were also a lot of abbreviations and I thought they were very confusing.

My reading strategy is to read the summery first then the conclusion and then the chapter form the beginning. This was also the way I told the other students to read it and I’ll talk about that later as well.

The group work:

We were 4 people in my group that had to do the excises together so after I had read the test I contacted my group. It came as a bit of a surprise for them that we had this task. So while they were reading or working I sat down and thought about what I would do to make it easier. As I have pointed out before there were also a lot of abbreviations and I had to go back in the text to remember what they were. Therefor I made a list of abbreviations so the students could have them with them when they read.

I chatted a bit on facebook with my group but I couldn’t get in contract whit one of them so I were a bit nervous that he wouldn’t show. The rest of us decided to meet up a half hour before class to make the final adjustment for the personation.

So on the morning of the class one of the group members said she weren’t going to be there so now it were just Simen and I that meat up before class. We worked on it and combined our different though in to something like a presentation.

For the post-reading excises we had the same set up. Again it were just Simen and I and we meat up before class and worked on it face to face.

The excises on pre- and during-reading excises:

For the excises we started out with putting some baroque music on while the break was ending. After the music ended and everyone was sitting down we started out pretty basic with what is the home work we are doing pre-reading excises for.  I didn’t know how to cornet my computer and the smartboard, but Marie pointed out that it would be a good idea. So someone helped us with that and I started again. I also told them that they had to read in the same order as I did (summery, conclusion, chapter form the beginning).  My reseing for this way is that the summery tells you what is impotent in this chapter and what to look out for. This is one way I were taught to warmup a text when you don’t have a pre-reading excises and I told them that if they haven’t been to the class before they could use this technique.

After I had presented Simen told about the important terms and explained them. This was really good but a bit had to understand. Afterwards we told them a bit about the assignment again and why we had played the music.

The feedback on pre-reading excises:

It seem like the students understood the task at hand and I haven’t gotten any messages from fellow students needing help with the test which I encouraged them to. Marie also said that the pre-reading excises was better then she feared when she had gotten an email a cupped of days before. She did also note that there weren’t a real excise in this pre-reading excise.

The reflection on pre-reading excises:

Next time I have to do this I would love to have more time with my group and a better knowledge of what a pre-reading and a during-reading excise is. We weren’t aware that we had to do a during-reading excise but we did have it a bit with the reading order and list of abbreviations. I would also like to make an excise. An active or more in depth excises would have been better than our presentation form.

All in all I think it was an okay first try but I’m not completely satisfied with the pre-reading excise and I hope that I get to do it again.

The post-reading excises:

Frist we asked “How was it to read the text? Did you use the list of the abbreviations?” Just to get a bit of feedback on the during face.

We had one task and I don’t know if it has a name, it was a task that we came up with but it is properly already a task. The task we came up with was that they had 5 min to make a question. In this case they got 10 min for 2 questions because we only 4 groups. After they made the questions they send them to the next group and then they had to answer them. Last questions  the groups hed to answered on a google doks. So we all have notes. Simen also found some really good quotes and added them to the google doks.

The feedback for during- and post-reading excises:

I don’t know if they read the text it were very difficult to figure out or read there silence. I think some of them used the reading order and the list of abbreviations, and I hope that it worked.

Emil said that he thought it were a better excises than flash cards because there were an opsion to ask a difficult question that you can’t answer you self but get the answer in the google doks.

The reflection post-reading excises:

There were some comprehension problems and I have to work on being more clear in my communication. I will say that it help that I walked around the room so the people that had some questions could ask. The decision to get them to make 2 questions was because of the number of people that showed up for class. I found that it were a difficult task to keep to one question at the time and how long they had to answer. I liked clapping for attention the tagtid.dk shout make a sound when they had to switch but it didn’t work but the clapping worked fine.

20th september 2016

Info graf


In a group with Malene and Kristian we maked this info graf for chapter 3 in Basic Issues in EFL Teaching and Learning by Maria Eisenmann and Theresa Summer



18th of September 2016

Reflections on the frist English class

So now that I have started English 2 on SoL I have a couple thoughts.  I would like to improve my grammar and especially my comma. I know it might not be important for my students and that they properly don’t even know the Danish comma rules, but this goal is for me. I also have a fear for my written English. I’m not sure that it is good enough. My dyslexia is something that I have to work on all my life and will continue to, but I’m especially nervous to giving feedback to my students.

Another concern is this portfolio. I need to figure out what and how to make it but I’m certain that I can mannish it.