Oral proficiency in second and third foreign languages in the Danish education system

Susana Silvia Fernandez, Hanne Leth Andersen

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In this paper, we analyze how oral proficiency is understood in the Danish education system in the three biggest second/third foreign languages taught in the country: French, Spanish and German. We adopt a comparative perspective and analyze how orality is addressed in these language subjects at primary school, secondary school and university levels. We compare the three languages to find similarities and differences, focusing on learning objectives, pedagogical approaches and examination forms, presented in the official curricula for each of the three educational levels. We relate the Danish stance on oral proficiency to current international research in the field and to European tendencies.
Original languageEnglish
JournalApples - Journal of Applied Language Studies
Issue number1
Pages (from-to)49-67
Publication statusPublished - 2019


  • Oral proficiency
  • Official curricula
  • Learning objectives
  • Examination forms

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