Danish Language and Culture for Child Development and Diversity Students

Semester & Location:	Fall 2025 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Child Development, Education and Language
Prerequisite(s):	None
Faculty Members:	Malene Thorup (current students please use the Canvas Inbox)
Time & Place:	TBA

Course Description

This course is an integrated language and culture course which serves as the ideal entry point for your studies abroad in Denmark. Offering an introduction to the Danish language while also exploring important themes in Danish culture and society, this course will help you navigate and understand your new environment. It will strengthen your sense of place and sense of belonging while studying abroad.

In terms of language learning, the emphasis is on spoken everyday Danish, reading comprehension, and basic grammar which allows you to interact in basic ways with your local surroundings. The functional approach is evident both in classroom interactions, hands-on exercises, and experiential learning through field studies around Copenhagen and environs.

An important component of the course is your own observations of Danish society as you are studying abroad. In this integrated language and culture course we explore how culture is reflected in language through expressions, concepts, and keywords. By openly and critically studying values, symbols, and dominant and marginalized narratives in Danish culture and history we will begin to understand how these continue to shape identities today. With Denmark as your case study, you will develop your ability to understand and study other cultures from an intercultural perspective.

 

Specific for this course: Danish Language and Culture for Child Development and Diversity Students

 

This course is an integrated language and culture course with a major focus on the exploration of Danish perspectives on childhood and education. Danish childhood values, traditions, and educational approaches are embedded in the language and deeply rooted in cultural narratives which reflect broader societal ideals of play, equality, and independence. By studying The Welfare State, Danish children’s literature and television, and even packing a traditional Danish lunchbox, we will explore Danish views on childhood and education.

 

An important component of the course is to examine the concept of playful learning, a cornerstone of the Danish approach to child development and education. Through activities like building with LEGO, visiting innovative playgrounds, and observing how play is integrated into schools and kindergartens, we will aim to discover how Danish society fosters creativity, collaboration, and curiosity in children.

 

When studying the Danish language, we employ a communicative and functional approach, emphasizing everyday spoken Danish, reading comprehension, and basic grammar. Learning Danish in this course will enable you to interact in basic ways with your surroundings, deepening your connection to local culture during your time abroad. If you are a practicum student, this approach will strengthen your ability to communicate effectively with children and staff in educational settings.

 

The course will consider broader questions, such as:

 

· How is the Danish view of childhood reflected in literature, media, and play?

· How do Danish educational practices encourage independence and lifelong learning?

· What can we learn from Denmark’s commitment to play as an essential part of development?

 

With Denmark and Danish childhood and education as your case study, you will develop your ability to critically examine cultural values and societal structures from an intercultural perspective while exploring how play shapes learning and growth.

 

Learning Objectives

• Acquire knowledge and understanding of Danish culture and society
• Ability to speak, read, and understand Danish on a basic level
• Gain an understanding of connections between language and culture
• Enhance intercultural awareness and critical reflection
• Develop a sense of belonging

Faculty

Malene Thorup holds a Master's degree in Educational Psychology (Aarhus University, 2023) with a specialization in "Contemporary Gender Realities in Educational Spaces" and a Bachelor's degree as a primary school teacher (N. Zahles, 2010) with teaching subjects in Danish, history, social studies, and geography. Additionally, she has worked for 12 years as a teacher in primary education, including roles as a an educational consultant focusing on inclusive classrooms.

 

Readings

Examples of Readings:

· Christensen, N., & Appel, C. (2021). Children's Literature in the Nordic World.

· Karrebæk, M. S. (2012). “What's in Your Lunch Box Today?”: Health, Respectability, and Ethnicity in the Primary Classroom. First published: 14 May 2012.

· (2018). The Danish Freeschool Tradition.

· Ohrem, S. (2021). The Light from the North—Voyaging Towards the West. Grundtvig and the Folk High School Movement from Scandinavia to the United States.

· Jensen, P. M., Mitric, P., Sehested, T., & Mouritsen, A. S. (2021). What is Quality Audiovisual Fiction as Seen through the Eyes of Young Danish Viewers: Results from an Explorative Survey of 8–17 Year Old Children. School of Communication and Culture - Media Studies, School of Communication and Culture - Department of Media and Journalism Studies.

 

Children's Literature:

· Jakob Martin Strid

o Lille Frø (Little Frog)

o Den utrolige historie om den kæmpestore pære (The Incredible Story of the Giant Pear)

 

· Halfdan Rasmussen

o Halfdan Rasmussens ABC (Halfdan Rasmussen’s ABC)

 

· Thomas Brunstrøm – Sallys far-serien (Sally’s Dad series)

o Sallys far bander (også) (Sally’s Dad Swears (Too))

o Sallys far gider ikke være voksen (Sally’s Dad Doesn’t Want to Be a Grown-Up)

 

· Kim Fupz Aakeson – Vitello-serien (Vitello series)

o Vitello vil have en far (Vitello Wants a Dad)

o Vitello møder Gud (Vitello meets God)

 

· Gunilla Wolde – Totte- og Lotte-serien (Totte and Lotte series)

o Totte bygger (Totte Builds)

o Lotte går til lægen (Lotte Goes to the Doctor)

 

Field Studies

Field studies in this course may include:

· A visit to Experimentarium with a focus on playful learning.

· A city walk guided by a former homeless individual or substance user, offering insights into their upbringing within the Danish welfare system, including both its advantages and challenges.

· A visit to a Danish high school to engage in discussions with Danish youth, comparing the Danish and American education and welfare systems.

Guest Lecturers

TBD

Approach to Teaching

What do you see as your style, and how will you employ it. What can the student expect to see from you in the classroom?

DIS Accommodations Statement (Semester)

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

DIS Accommodations Statement (Summer)

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter on the first days of class. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support academicsupport@dis.dk

Expectations of the Students

This course relies on discussion and active participation from students. To fully engage with the course materials and assignments, it is important to attend all classes, field studies, and related activities, be punctual and stay for the entire experience, and actively contribute to shared learning by asking relevant questions, offering critical reflections, and responding respectfully to others' comments. 

To be successful in this course, you should be curious, hard-working, and respectful of all, and be able to apply course readings and discussions to field studies and cultural experiences. You should also be creative, open-minded, and able to develop and exercise analytical thinking. In addition, you should be prepared for each class by completing independent readings and being able to contribute to class discussions with your own questions and reflections based on the readings and other class materials, field study visits, and experiences. Finally, you should complete assignments on their due dates and have completed the required readings before class.

You are expected to:

• Complete readings or other assigned materials prior to each class.
• Demonstrate engagement, responsibility, and independence.
• Contribute to an open, respectful, and encouraging class environment where all members of the class community participate actively and thoughtfully.
• Navigate Canvas to find Assignment Guidelines and Syllabus information throughout the semester.

Practicum/Lab/Research/Internship

If applicable please mention estimated/expected hours at lab/placement. Describe how contact hours with supervisor will play out and how many hours students are expected to put in for independent work.

Evaluation

Engaged participation:

Attendance is mandatory for all scheduled classes and field studies. This grade includes presence in class, being on time, and handing in papers on time. Absence will only be excused in serious situations, but informing your faculty regarding your attendance is always necessary. Unexcused absences include traveling or an absence that has not been discussed with the faculty in advance.  Regardless of whether lateness is excused or unexcused, it is still disruptive to the class and you miss out on relevant information.

You are expected to complete the required readings prior to each class, and to engage in class and group discussions. Active participation also includes showing interest and a well-prepared attitude towards the subject and a respectful attitude towards the class environment, peers and faculty. To achieve a high participation grade (and to accommodate both introvert and extrovert students) you will have to contribute to class discussions often, both in class and through Canvas.

 

Examples of engaged participation:

In class:

• Active and verbal participation in class discussions, language exercises, group work and field studies.
• Engagement during field studies and site visits; asking good questions and paying attention (also when it becomes hard, everyone is tired and things feel slow).
• Being attentive towards supporting the flow of the class
• Sharing connections and ideas during group work (in an individual dialogue/smaller setting)
• Active support and facilitation of other students’ contributions (listening skills, open-minded, and supportive)

Canvas discussions:

• Uploading reflections or comments on Canvas – including related articles or materials you find elsewhere
• Actively commenting on peer uploads or other contributions

 

Attendance is mandatory for all scheduled classes and field studies. This grade includes presence in class, being on time, and handing in papers on time. Absence will only be excused in serious situations, but informing your faculty regarding your attendance is always necessary. Unexcused absences include traveling or an absence that has not been discussed with the faculty in advance.  Regardless of whether lateness is excused or unexcused, it is still disruptive to the class and you miss out on relevant information.

 

Grading

Assignment	Percent
Engaged Participation	30%
Cultural Assignments (1+2)	35%
Online Worksheets*	10%
Oral Exam	25%
Total	100%

• Online Worksheets for chapter 1-5 are part of the final grading and can be accessed in the "DLC: Resources, Worksheets, audio and video files, and exam guidelines" Canvas course. We encourage to complete the worksheets throughout the semester as they correspond to the chapters in the text book. The final deadline to complete the worksheets is the same as the oral exam deadline midnight - see Canvas calendar for details.

 

Students with Disabilities

If you encounter any access barriers in this course, such as with printed materials, graphics, online resources, or communication, please let me know immediately. If you need immediate accommodation, don't hesitate to contact me after class or send me an email via Canvas Inbox. Alternatively you can contact the Care Team.

 

Use of laptops or phones in class

We will use computer and phones in class. There for bring both devices to activities in class as well as on fieldtrips. Unrelated use of electronic devices will affect the participation grade.

 

Academic Regulations (Semester)

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 
Academic Regulations (Summer)

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

DIS - Study Abroad in Scandinavia - www.DISabroad.org

 

A note on the Course Calendar/Summary

The syllabus page (and only this page!) is open to the public, and used by students and their advisors before registering for the course. Outside users will only see the title of the classes, and so won't be able to see details about them. To help them understand the scope of your course, please make sure that all classes (i.e. events) have titles that describe the topic of the particular class.  In the details of your classes, enrolled students should be able to find more information about the class incl. readings and other materials they need to prepare.