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 key themes in Danish culture and society, this course will help you navigate and make sense of your new environment. It also supports a growing sense of place and belonging during you time abroad.

Language learning focuses on spoken, everyday Danish, reading and listening comprehension as well as basic grammar, allowing you to interact in simple and practical ways in your local surroundings. This functional approach is reflected in classroom interactions, hands-on exercises, and experiential learning through field studies in Copenhagen and surrounding areas.

As an integrated language and culture course, we will examine how culture is embedded in language through common and distinctive expressions and concepts. We will also engage openly and critically with the values, symbols, and both dominant and marginalized narratives in Danish culture and history, exploring how these elements continue to shape identities today. An important part of this process will be your own observations of Danish culture and society during your study abroad experience. With Denmark as your case study, this course will enhance your ability to reflect on and engage with other cultures from an intercultural perspective.

 

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

Specific for this course: 

Danish Language and Culture: Play, Childhood, and Education

This specific 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 and The Concept of Social trust, we will explore Danish views on childhood and education.

Through activities like packing a traditional Danish lunchbox, visiting playgrounds, and observing how historical and cultural Danish values are integrated into schools and kindergartens, we will aim to discover how Danish society fosters creativity, collaboration, and curiosity in children. 

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 a new Language

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 with children and staff in educational settings.

Beside the book, Sense of Belonging, we work with children’s literature, children’s media, songs, and rhymes, which provide cultural and historical insight into Danish views on childhood. At the same time, this work develops language comprehension and vocabulary and helps sharpen the sometimes challenging pronunciation of Danish vowels.

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. So be prepared to use both your body and your brain when learning Danish!

 

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

Danish culture:

Alexander The Danish Way of Parenting Authenticity

Demant, Jakob and Krarup, Troels- The Structural Configurations of Alcohol in Denmark- Policy, Culture, and Industry (2013)

Jespersen, J. V. - The Danish Model of the Welfare State

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

Korsgaard, Ove Grundtvig's Idea of a Peoples High School (2015)

·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.

The Nordic Welfare Model 2020 Mary Hilson

Trollet Linnet, Jeppe - Money Can't Buy Me Hygge

Podcast

Nordic Info - Knowledge on the Nordics

What the Denmark

 

Film 

Thomas Vinterberg - Druk

 

 

Field Studies

 

Field Study 1: Walking tour in Vesterbro and visit to Arbejdermuseet - Comparing Modern and Historical Childhood in Copenhagen

Field Study 2: A visit to Experimentarium with a focus on playful learning.

 

Guest Lecturers

PHD-student in DPU, ECEC and Care, Jennifer Duncan Bendix 

 

Approach to Teaching

The course is designed to be interactive, and your active participation is essential to its success. I encourage you to contribute meaningful questions and insights during each class meeting and to complete the assigned readings beforehand in order to fully prepare for our discussions and activities.

I combine lectures with investigative and comparative exercises, along with assignments designed to engage you as much as possible. You can expect cooperative learning and interactive teaching methods.

The ambition is to create a classroom culture in which everyone feels at ease trying to pronounce the unfamiliar Danish sounds and words.

 

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.

 

DIS Accommodations Statement 

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 acadsupp@dis.dk. 

 

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.

To be eligible for a passing grade in this class, you must complete all of the assigned work.

 

 

Assignments and exam

In addition to the engaged participation, you will be assessed on two cultural assignments, your work on language worksheets, and the oral exam.

 

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.