”Må vi gå tilbage til klassen? Vi laver ikke noget” – analyse af fire undervisningssekvenser med Leo van Liers økologiske curriculum design-model
DOI:
https://doi.org/10.63310/edu.2026.03.68001Keywords:
biologi, dansk, flersprogede elever, (sprog)pædagogik, økologiAbstract
This article shows how Leo van Lier’s ecological curriculum design model can be used to analyse teaching sequences in a multilingual seventh-grade classroom in a Danish primary school. The research question is: What preconditions for learning are created by the teachers in the selected teaching sequences, viewed through van Lier’s curriculum design model? Drawing on a deductive qualitative content analysis of four classroom sequences from Danish and biology lessons, the article identifies language-pedagogical actions that appear to support or constrain students’ opportunities for participation, meaning-making and learning. Findings show that supportive conditions are most clearly established when several of van Lier’s four strategies – scaffolding, contingent interaction, learning to learn and critical thinking – are combined. In such situations, the AAA principles of awareness, autonomy and authenticity become mutually supportive. The analysis further indicates that scaffolding is crucial for enabling students to identify and use relevant affordances for learning. Conversely, when scaffolding is insufficient, teachers tend to adopt more controlling forms of interaction, reducing students’ opportunities for autonomous and meaningful participation.
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