Petra Daryai-Hansen
Biographic Data
| ID | 6175898 |
|---|---|
| NAME | Petra Daryai-Hansen |
| GIVEN NAMES | Petra |
| FAMILY NAME | Daryai-Hansen |
| SIGNATURE | DARYAI-HANSEN P |
| AFFILIATIONS | University of Copenhagen |
| ORCID | 0000-0002-7190-2349 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Language teachers’ wellbeing in plurilingual education across educational levels – two portraits
The article explores the nexus between plurilingual education and teacher wellbeing, with a particular focus on how plurilingual education affects the wellbeing of two experienced language teachers. Theoretically, the article builds on: (1) the PE-LAL project’s conceptualisation of plurilingual education, which reflects a continuum and draws on Candelier et al.’s distinction between integrated didactic approach, intercomprehension between related…
I like exploring other languages’
While teachers’ beliefs about plurilingual education are widely studied, there is a gap in research exploring learners’ orientations. Drawing on a conceptualisation of plurilingual education distinguishing between three pluralistic approaches to languages and a transversal dimension focusing on learners’ language resources, the article investigates primary and lower secondary students’ attitudes towards plurilingual education in response to pluri…
Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education
Within linguistics and educational research, language awareness (LA) has been studied for decades. Despite the extensive use of the concept and several conceptualizations, systematic empirical research examining students’ LA across educational levels in the context of plurilingual education is still lacking. The article seeks to fill this gap by introducing a theoretically and empirically based conceptualization of LA across educational levels in…
A Call for (Trans)languaging
Pluralistic approaches to languages in the curriculum
While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages an…
Pluralistic approaches to languages in the curriculum
While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages an…
I like exploring other languages’
While teachers’ beliefs about plurilingual education are widely studied, there is a gap in research exploring learners’ orientations. Drawing on a conceptualisation of plurilingual education distinguishing between three pluralistic approaches to languages and a transversal dimension focusing on learners’ language resources, the article investigates primary and lower secondary students’ attitudes towards plurilingual education in response to pluri…
Pluralistic approaches to languages in the curriculum
While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages an…
A Call for (Trans)languaging
Conceptualizing Students’ Language Awareness across Educational Levels in the Context of Plurilingual Education
Within linguistics and educational research, language awareness (LA) has been studied for decades. Despite the extensive use of the concept and several conceptualizations, systematic empirical research examining students’ LA across educational levels in the context of plurilingual education is still lacking. The article seeks to fill this gap by introducing a theoretically and empirically based conceptualization of LA across educational levels in…
I like exploring other languages’
While teachers’ beliefs about plurilingual education are widely studied, there is a gap in research exploring learners’ orientations. Drawing on a conceptualisation of plurilingual education distinguishing between three pluralistic approaches to languages and a transversal dimension focusing on learners’ language resources, the article investigates primary and lower secondary students’ attitudes towards plurilingual education in response to pluri…
Language teachers’ wellbeing in plurilingual education across educational levels – two portraits
The article explores the nexus between plurilingual education and teacher wellbeing, with a particular focus on how plurilingual education affects the wellbeing of two experienced language teachers. Theoretically, the article builds on: (1) the PE-LAL project’s conceptualisation of plurilingual education, which reflects a continuum and draws on Candelier et al.’s distinction between integrated didactic approach, intercomprehension between related…
Linguistics (4 works) · Multilingual Education and Policy (4 works) · Multilingualism (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Pedagogy (3 works) · Second Language Learning and Teaching (3 works) · Geography (2 works) · Neuroscience of multilingualism (2 works) · Philosophy (2 works)