L1-Didactics and the global pressure from Anglo-Saxon New Literacies

Gained Disciplinarity at Risk?

Abstract

Within Scandinavian teacher education L1-didactics and literacy have, since the 1990s, developed from delimited areas of knowledge to full academic disciplines. This scientific essay asks whether achieved L1-didactic disciplinarity is at risk encountering increased influence of New Literacies. Historical roots and further development of L1 and L1-didactics in Norway and Scandinavia, are outlined, extracted from other resources. Further relevant disciplinary concepts are problematised, in two ways, firstly facing the challenge of mediating between languages and secondly searching possible epistemological processes behind increased academisation of L1-didactics in teacher education. Four processes are discussed in detail: Literacification, referring to increased political dissemination of and research on literacies. Disciplinarisation, concerning processes of generating school subjects and academic disciplines. Didactisation, integrating knowledge of both learners and subject matter. Internationalisation, referring to application of international political, linguistic, and academic policies, pedagogies, and practices. Finally epistemological and methodological challenges are discussed in light of a possible tension between L1-didactics and New Literacies, especially whether competence-based (new) literacies may obstruct Bildung-oriented L1 and L1-didactics. In case, clarification of curricular means-and-ends are disrupted and both L1-didactics and New Literacy research challenged. Although final answers are not given, the study has offered extended epistemological contexts for further discussions.