Information on Denmark – Nordic languages as second languages

Last updated: 28.08.2025

Mette Rose Kjær Thomsen, University of Southern Denmark/VIA University College

Early Childhood Education and Care (ECEC)

Organisation of L2 Education

There is no specific provision for Danish as a second language in ECEC. However, ‘Language and communication’ constitutes one of six core themes in the national curriculum for ECEC, but there is no specific attention to Danish as a second language

(Den styrkede læreplan [The Strengthened Pedagogical Curriculum]).

Curricula Applied for Danish as a Second Language

There is no specific curriculum for Danish as a second language for early childhood education in Denmark.

Initial Assessment and Placement Procedures

Formal evaluation of language competences is mandatory for all 3-year-olds not enrolled in ECEC. For 3-year-olds enrolled in ECEC, formal evaluation of language competences is only required if there are behavioural, social or other conditions that suggest that the child in question might need language stimulation. Language stimulation must be provided if needed. For bilingual children not enrolled in ECEC and who are assessed to be in the need of language support, the municipal council is responsible for providing a language stimulation initiative in the form of 30 hours a week in an ECEC-institution (Dagtilbudsloven [The Day Care Act], §11).

For 1-year-olds not enrolled in ECEC and living in some specific socioeconomically challenged housing areas, it is mandatory to participate in 25 hours a week learning programme in an ECEC-institution, that can ‘support the child’s linguistic, social, personal and cognitive development and democratic formation’. The mandatory learning programme should ensure ‘strengthening the children’s Danish language skills and general readiness to learn and introduce the children to Danish traditions, norms and values (Dagtilbudsloven [The Day Care Act], §44a-b, see also emu – obligatorisk læringstilbud).

Access to Other Forms of Language Learning Support

The main language in ECEC-institutions is Danish, unless it is institutions established by the German minority community (Denmark’s only official national minority is the German minority in North Schleswig). ECEC-institutions can ask for permission to mainly use another language than Danish, if ‘it does not cause integration problems’ (Dagtilbudsloven [The Day Care Act], §22).

There is no provision of mother tongue support in ECEC.

Staff Competencies Required to teach Danish as a Second Language

There are no special requirements for the teaching of Danish as second language in early childhood education as there is no separate education.

L2 Courses in Staff Training

Social Education/Early Childhood Education is a 3,5-year professional bachelor programme (210 ECTS) based in university colleges. ‘Childhood, Culture, and Learning’ is one of four core themes in the Early Childhood Education, which among other aspects include giving the pedagogue student knowledge of ‘children’s language development and language stimulation, including the importance of written language, supporting children’s general communicative and language competence development’ along with knowledge on ‘ethnicity, bilingualism and cultural understanding’ (BEK om uddannelsen til professionsbachelor som pædagog / Legislation on the Education for a Professional Bachelor’s Degree as a Pedagogue). However, Danish as a second language is not a separate course in the education. There are optional Diploma Programmes (60 ECTS) as professional development on competencies in Danish as second language, that staff can participate in but these would be post-qualification once they are working and as part of their employer’s staff development programme.

Primary and Lower Secondary School

Organization on L2 Education

Danish as a second language is a subject in primary and lower secondary school
(BEK om folkeskolens undervisning i dansk som andetsprog [Legislation on the teaching of Danish as a second language in primary schools]). Two forms exist: ‘Danish as a second language – basis’ (§4) and ‘Danish as a second language – supplementary’ (§3). Danish as a second language – basis is targeted at second language students whose knowledge of Danish is insufficient to follow mainstream teaching, typically newly arrived children; Danish as a second language – supplementary is for children with basic competences in Danish, but who are nonetheless not able to follow mainstream teaching without second language support.

Teaching of Danish as a second language can be organised in separate classes, in smaller groups or as individual teaching or as in-class support in the mainstream classroom depending on the individual assessment of the need for language support. Teaching in Danish as a second language – basis is a part of the reception education in Denmark and is restricted to a period of two years.

Danish as a second language is a needs-based subject. Danish as a second language is a compensatory and transitional subject, and students receive teaching in Danish as a second language until they can follow teaching in the subject Danish. Danish as a second language does not have a certain amount of hours per week like other school subjects, since it is organized according to the need for language support. This gives municipalities and schools a high degree of autonomy, but it might also lead to underprioritation.

Municipalities may choose to distribute second language students in need of second language teaching to schools other than the district school, if the school’s staff does not have the sufficient knowledge or pedagogical resources to offer Danish as a second language at the district school (§7).

Curricula Applied for Danish as a Second Language

‘Danish as a second language – basis’ and ‘Danish as a second language – supplementary’ have the same purpose, which is ‘for bilingual students to develop language skills based on their overall linguistic background, so that the students can understand and use spoken and written Danish. The teaching must be closely linked to the school’s other subjects’ (cf. Fælles Mål / Common Objectives, the national curricula).

The competence goals of both variations of the subject are closely related to the four skills of speaking, writing, listening and reading. However, they differ in the specific goals according to educational level (see Fælles Mål (DSA basis) and Fælles Mål (DSA supplerende)).

Initial Assessment and Placement Procedures

In policies it is understood that bilingual students’ needs for language support must be assessed individually and continuously to ensure that the student receives instruction in Danish as a second language to an extent and in a manner that meets the student’s language support needs. School management is responsible for assessing the need for second language teaching among the individual second language students (BEK om folkeskolens undervisning i dansk som andetsprog [Legislation on the teaching of Danish as a second language in primary schools], §2). To what extent this is the common and systematic practice locally in Danish schools is unknown.

There is no national Danish as a second language assessment tool. Nevertheless, some tools are offered and recommended at the ministry-run learning platform, www.emu.dk, see DSA: evaluering og feedback).

In some specific socioeconomically challenged housing areas, an obligatory language test is administered in Børnehaveklassen / Year 0. The language test must be passed in order to continue to Year 1 (cf. De obligatoriske sprogprøver). Likewise, students receiving teaching in Danish as a second language – supplementary in Year 1-9 and living in socioeconomically challenged housing areas must pass obligatory language test.

Access to Other Forms of Language Learning Support

It is mandatory for municipalities to offer mother tongue teaching in official EU languages (cf. Folkeskolens modersmålsundervisning and emu – modersmålsundervisning), but not mandatory to offer in other languages.

Students have English as a subject from Year 1 to Year 9. Moreover, from Year 5 to Year 9 students either select German or French as an additional language subject. Some school may offer Spanish as an elective subject from Year 7 to Year 9. However, most schools only offer German (cf. Folkeskoleloven).

In lower secondary school, schools may offer the subject ‘common immigrant languages’ as elective subject: emu – almindelige indvandrersprog (valgfag).

Special legislation exists for second language students with Ukrainian background: Lovgivning mm. vedrørende situationen i Ukraine and emu – elever fra Ukraine.

Staff Competencies Required to teach Danish as a Second Language

Teaching Danish as a second language is carried out by teachers or other teaching staff who have qualified for the task through special training or in some other way (BEK om folkeskolens undervisning i dansk som andetsprog [Legislation on the teaching of Danish as a second language in primary schools], §6).

L2 Courses in Staff Training

Teacher education for primary and lower secondary school is a 4-year professional bachelor programme (240 ECTS) based in university colleges. All student teachers must complete mandatory course in Danish as a second language (5 ECTS). Furthermore, students can elect Danish as a second language as one of three subjects for specialisation (35 ECTS) (BEK om uddannelsen til professionsbachelor som lærer i folkeskolen [Legislation on the education for a professional bachelor’s degree as a teacher in primary schools]).

There are optional Diploma Programmes (60 ECTS) as professional development on competencies in Danish as second language, that staff can participate in but these would be post-qualification once they are working and as part of their employer’s staff development programme.

Upper Secondary School

Organisation on L2 Education

In Denmark, there are several variations of upper secondary schools (e.g. STX, HHX, HTX; for more see the section, ‘Policy and Curriculum Resources’). There is no general provision of Danish as a second language in most upper secondary education.

However, in FGU (Forberedende Grunduddannelse / preparatory basic education), Danish as a second language exists as a separate subject, equal to Danish: emu – FGU dansk som andetsprog.

The same goes for HF (Højere Forberedelseseksamen / higher preparatory examination programme), which offers Danish as a second language as an independent subject in three different academic levels: emu – HF enkeltfag, dansk som andetsprog. Independent subjects at HF have a participant payment.

In VET, there is an elective subject called ‘erhvervsrettet andetsprogsdansk’ / ‘worklife-oriented second language Danish’: emu – EUD dansk som andetsprog.

Curricula Applied for Danish as a Second Language

In FGU, Danish as a second language aims to strengthen students’ communicative and intercultural skills, motivate active use of Danish, build awareness and strategies for language learning and support their participation in education, work, and society (see FGU Curriculum – dansk som andetsprog).

In HF, Danish as a second language serves both an educational and a preparatory purpose for studies by developing students’ critical thinking, expressive skills, and ability to engage with texts across media. It should foster creativity, broaden perspectives, and equip students to navigate and participate actively in a modern, democratic, and global society (see HF enkeltfag Curriculum – dansk som andetsprog).

In VET, the subject aims to strengthen the student’s or apprentice’s communicative, linguistic and cultural competences, so that the student or apprentice can read, write, speak and listen to and understand Danish in contexts relating to education, work, business and society (see EUD Curriculum – erhvervsrettet andetsprogsdansk, Bilag 28).

Initial Assessment and Placement Procedures

Access to upper secondary education is conditioned by specific grades in final tests in Danish and Mathematics at the end of lower secondary school (cf. Adgang til ungdomsuddannelser). The same pass grades apply for first and second language speakers.

Access to Other Forms of Language Learning Support

There is no provision of mother tongue support in upper secondary education.

As elective language subjects these can be taken in some upper secondary schools: Arabic, Chinese, French, German, Greek, Italian, Japanese, Latin, Russian, Spanish, Turkish (see Valgfag Curriculum).

Staff Competencies Required to teach Danish as a Second Language

No specific requirements for qualifications in Danish as a second language for teachers in upper secondary school as there often is no separate education.

L2 Courses in Staff Training

There are no special L2 courses in staff training.

Adult Education

Organisation on L2 Education

There are three main laws regarding reception of migrants in Denmark: Udlændingeloven [The Danish Aliens Consolidation Act], Integrationsloven [Integration Act] and Lov om danskuddannelse til voksne udlændinge [Legislation on Danish language education for adult foreigners]. Depending on where the migrant is from, which residency permit they obtain, Danish skills, employment etc., different rules apply – also in relation to how teaching in Danish is offered.

‘Danskuddannelserne’ [Education in Danish language] is an elaborate and established system of educational programmes for adult learners (18+) of Danish as a second language. The system contains three levels: Danskuddannelse 1 (DU1), Danskuddannelse 2 (DU2) and Danskuddannelse 3 (DU3) corresponding to CEFR levels A1-C1 and are all module-based (cf. Danskuddannelserne).

DU1 is for students who cannot read and write in their native language. It is also for those who do not know the Danish alphabet and writing system.
DU2 is for students who have a short educational background from their home country.
DU3 is for students who have a medium or long educational background and good knowledge of a foreign language that they can be expected to acquire Danish relatively quickly.

The target group of the Danish language courses includes refugees, family reunifications and immigrants, as well as workers and students. Most foreigners who move to Denmark are entitled to receive Danish language lessons paid for by the municipality, if they start within five years of arrival:

Refugees or a family member of a refugee will participate in Danish language lessons as part of the municipality’s ‘self-sufficiency and repatriation program’ or ‘introduction program’. If the newly arrived migrant receives benefits and does not participate in Danish language lessons, it may affect whether they can continue to receive benefits. These students are called ‘I-students’ [integration-students].
Foreign workers, students, etc. will receive an offer from the municipality for Danish language lessons as part of an ‘introduction program’. The newly arrived migrant is not obliged to accept the offer. For these migrants there is a self-paid deposit of DKK 2000. The deposit will be paid back if the student passes the module tests within the deadlines. These students are called ‘S-students’ [self-sufficiency students].

Curricula Applied for Danish as a Second Language

It is a common goal for the teaching in the three Danish language programs that the student, based on their own resources, develops Danish language skills to achieve employment and self-sufficiency. The common goal includes that the student ‘develops a fluent, functional, communicative and adequate language, and that the student can use their knowledge of Danish labour market conditions, cultural and social conditions, prevailing norms and values, and the rights and duties of the individual citizen, to integrate into society and the labour market and become a participating and equal citizen in Danish society’ (see Danskuddannelserne Curriculum, Bilag 1).

Initial Assessment and Placement Procedures

The referral to teaching in Danish language of adult learners takes place at the municipal language centres according to national guidelines (cf. vejledning til visitation). The adult learner cannot choose which Danish language course they want to attend. When the student starts at the language centre, they must have an interview where the language centre assesses which course and level the student should start at.

The screening must determine the students’:

Confidence in reading in the Latin alphabet
Expected rate of progression and development of written skills in Danish
Oral and written Danish language prerequisites

Access to Other Forms of Language Learning Support

There is no provision of mother tongue support in adult education.

Staff Competencies Required to teach Danish as a Second Language

Teachers of Danish as a second language for adults must, no later than one year after first employment as teachers of Danish for adult foreigners, be admitted to the master’s degree in teaching Danish as a second language to adults (60 ECTS) in order to require the necessary competencies to teach Danish as a second language and remain employed (BEK om danskuddannelse til voksne udlændinge / Legislation on Danish language education for adult foreigners, §24).

L2 Courses in Staff Training

To be able to teach Danish as a second language to adult learners, teachers need a master’s degree in teaching Danish as a second language to adults (60 ECTS). The aim of the education is that the student acquires the professional and pedagogical prerequisites to teach, justify and develop teaching Danish as a second language to adults, including literacy teaching. Guidelines for master education in Danish as a second language for adults: BEK om uddannelsen til underviser i dansk som andetsprog for voksne.

Resources from Denmark

Academic Resources

Daugaard, L. M., Thingholm, L., Østergaard, W., & Bock, K. (2025). “Jeg troede egentlig Ukraine var tættere på…” Modtagelsesklasselæreren mellem politiske rammer og hverdagens pædagogiske praksis. Kognition & Pædagogik, 136, 66-74.

Krogager Andersen, L., & Daugaard, L. M. l. (2023). «They rulling R». Language awareness and emergent Danish in the multilingual lower secondary classroom. Acta Didactica Norden, 17(3).

Krogager Andersen, L., & Ruohotie-Lyhty, M. Performing Critical Resistance Through Language Play. Journal of Language, Identity & Education, 1-23.

Thomsen, M. R. K. (2025). Dansk som andetsprog i folkeskolen – et fag eller ej? Kognition & Pædagogik, 136, 6-16.

Ukrainske børn i den danske skole. (2023). Liv i skolen, 4(25).

Pedagogy & Practice Resources

Biliteracy i Børnehaven – Opmærksomhed på skrift – Se her! (via.dk) – Short movie illustrating how professionals and parents can work with biliteracy in a Danish kindergarten (ECEC; in Danish).

Inspiration til literacyundervisningen i flersprogede klasserum – pdf (www.kp.dk) – Inspiration for teaching activities inviting multilingual students to stretch their language competences. Based on the Signs of language project (primary school; in Danish).

Undervisningsmaterialer til grundskole og gymnasiet – Københavns Universitet (ku.dk) – Teaching materials for plurilingual education in primary, lower and upper secondary education developed with the PE-LAL – Plurilingual education project (primary, lower and upper secondary school; in Danish).

Uddannelsesdansk – pdf (aarhus.dk) – Webdocument based on the project Uddannelsesdansk exploring the transition from lower secondary school to vocational education for newly arrived students (lower + upper secondary school; in Danish).

Dansk på Tigrinya (danskpaatigrinya.dk) – Video-based teaching materials targetted at Tigrinya-speaking adult learners of Danish as a second language (adult education; in Danish and Tigrinya).

Kvalitet i danskundervisningen for voksne udlændinge – pdf (danskogproever.dk) Article for teachers in language schools for adult immigrants about quality in education: how ‘quality’ is perceived and how teachers can work with it. Elf, N., Jensen, S. S., & Thomsen, M. R. K. (2024, dec.). Kvalitet i danskundervisningen for voksne udlændinge: hvad forstår vi ved det, og hvordan kan man arbejde med det? https://danskogproever.dk/media/wdneminh/kvalitet-i-danskundervisningen-for-voksne-udlaendinge.pdf (adult education; in Danish)

Policy & Curriculum Resources