Litteratur

danne afsæt for fortsatte diskussioner om, hvad grammatikundervisning i danskfaget og andre sprogfag kan være.

Andrews, R., Torgerson, C., Beverton, S. Freeman, A., Locke, T., Low, G., Robinson, A. & Zhu,

D. (2006). The effect of grammar teaching on writing development. British Educational

Research Journal, 32(1), 39-55. Binanzer, A. & Langlotz, M. (2018). Grammatik. I: J. Boelman (red.). Empirische Forschung in der Deutschdidaktik. Bd. 3 Forschungsfelder (s. 301-321). Schneider Verlag Hohengehren. Brandt, D. (2015). The Rise of Writing. Cambridge University Press. Daryai-Hansen, P. & Albrechtsen, D. (red.) (2021). Tidligere sprogstart – ny begynderdidaktik med fokus på flersprogethed. Københavns Universitet & Københavns Professionshøjskole:

Konsortiet for Sprog og Fagdidaktik i folkeskolen. Den Danske Ordbog (u.å.). Grammatik. Lokaliseret 17. november 2022: https://ordnet.dk/ ddo/ordbog?query=grammatik&tab=for. Diderichsen, P. (1968). Sprogsyn og sproglig opdragelse. Nyt Nordisk Forlag. Graham, S. & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools – A report to Carnegie Corporation of New York. Alliance for Excellent Education. Hertzberg, F. (1995). Norsk grammatikkdebatt i historisk lys. Novus Forlag. Hertzberg, F. (2014). Grammatikken i skolen – klart for en omkamp? Bedre skole, 2, 80-83. Hudson, R. (2016). Grammar Instruction. I: C.A. MacArthur, S. Graham & J. Fitzgerald (red.), Handbook of Writing Research (2. udgave, s. 288-300). The Guilford Press. Kabel, K. (2020). For what benefit? Grammar teaching materials in upper primary Danish L1.

L1-Educational Studies in Language and Literature, 20, 1-25. https://doi.org/10.17239/

L1ESLL-2020.20.02.02. Kabel, K., Christensen, M.V. & Brok, L.S. (red.) (2019). Hvordan praktiseres grammatikundervisning i dansk, engelsk og tysk? Statusrapport Gramma3. Københavns Professionshøjskole,

VIA University College og Nationalt Videncenter for Læsning. Kress, G. (2002). Repræsentation, læring og subjektivitet: Et socialsemiotisk perspektiv. I: J.

Berg (red.). Pædagogik – en grundbog (s. 189-204). Hans Reitzels Forlag. Krogh, E. & Jakobsen, K.S. (red.) (2019). Understanding Young People’s Writing Development.

Routledge. Locke, T. (2010). Beyond the Grammar Wars. Routledge. Macken-Horarik, M., Sandiford, C., Love, K. & Unsworth, L. (2015). New ways of working

‘with grammar in mind’ in School English: Insights from systemic functional grammatics.

Linguistics and Education, 31, 145-158. https://doi.org/http://dx.doi.org/10.2016/j. linged.2015.07.004. Moje, E.B. & Luke, A. (2009). Literacy and Identity: Examining the Metaphors in History and

Contemporary Research. Reading Research Quarterly, 44(4), 415-437. Mulvad, R. (2009). Sprog i skole: Læseudviklende undervisning i alle fag. Alinea. Myhill, D. (2021). Grammar re-imagined: foregrounding understanding of language choice in writing. English in Education, 55(3), 265-278. DOI:10.1080/04250494.2021.1885975.

Myhill, D., Jones, S., Lines, H. & Watson, A. (2012). Re-thinking grammar: The impact of embedded grammar teaching on students writing and students’ metalinguistic understanding. Research Papers in Education, 27, 139-166. https://doi.org/10.1080/02671522.2011. 637640. Nielsen, B. (2021). Grammatik i funktion. På opdagelse i sproget. Samfundslitteratur. Solem, M.S. (2021). Talemålsvariasjon og kontektualisert grammatikundervisning – et didaktisk eksempel. I: K. Kverndokken, J.O. Bakke & I.B. Budal (red.). 101 grep om grammatikk – om språket som system og språket i brug (s. 53-71). Fakbokforlaget. van Rijt, J., de Swart, P., Wijnands, A. & Coppen, P.A. (2019). When Students Tackle Grammatical Problems: Exploring Linguistic Reasoning with Linguistic Metaconcepts in L1

Grammar Education. Linguistics and Education, 52, 78-88. https://doi.org/doi:10.1016/j. linged.2019.06.004.