Læring om normering. Erfaringer fra et språkhistorie-didaktisk eksperiment i lærerutdanninga
DOI:
https://doi.org/10.5617/adno.3870Keywords:
Språkhistorie-didaktikk, språkdidaktikk, språkhistorie, normeringshistorie, historiebevissthetAbstract
I denne artikkelen beskrives utprøvinga av et didaktisk opplegg i grunnskolelærerutdanningas norskfag som har språkhistorie som overordnet tema. Målet med metodikken som legges fram, er å gi innsikt i språknormering som sosiokulturell prosess for på denne måten å utvikle en forståelse av hvordan språkhistorie har blitt og fortsatt blir skapt. Artikkelen drøfter hvordan en slik tilnærming kan gi deltakerne økt historisk bevissthet om språklige fenomener. Samtidig presenteres kunnskap om hvilke normeringsprinsipper de involverte lærerstudentene intuitivt ser som de mest “naturlige” og “hensiktsmessige” i en språkplanleggingskontekst. Et hovedfunn er at det store flertallet løfter fram et “demokrati- eller jamlikhetsprinsipp” og et “ortofoniprinsipp” som de mest tungtveiende. Artikkelen kommer dessuten med forslag til hvordan det språkhistorie-didaktiske feltet kan utforskes videre.
Nøkkelord: språkhistorie-didaktikk, språkdidaktikk, språkhistorie, normeringshistorie, historiebevissthet
Abstract
This article presents a didactic experiment in the subject Norwegian as L1 in the primary and lower secondary teacher education programmes [Grunnskolelærerutdanninga]. The objective of the proposed method is to give insight into language normalization as a sociocultural process and thereby develop an understanding of how language history has been and still is being shaped. The paper discusses how this approach may provide the participants with an increased language historical consciousness. Moreover, the article presents findings about which normalization principles the student teachers intuitively regard as the most “natural” and “appropriate” in a language-planning context. A main finding is that the great majority designates a “democracy and equality principle” along with an “orthographic principle” as the two most substantial ones. Additionally, the article suggests how the field of language history didactics might be explored further.
Keywords: language history didactics, language didactics, history of language, normalization history, historical consciousness
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