When planning English, teachers should be able to take into account all the various learning abilities, styles and cultural knowledge that they may find amongst their 1st-7th grade learners. They should also be able to support their learners as they move from lower primary to upper primary school and be able to prepare them for secondary education.
At the end of the course, the student will have knowledge of:
- How teacher beliefs can affect the decision making and roles language teachers play in the classroom
- How young learners learn, acquire, and develop mother tongue and foreign languages and the connections between the two
- The current English curriculum and its connection to the Council of Europe's Common European Framework of Reference for Languages
- A variety of materials and resources (both traditional and digital), approaches and activities, ways of planning and strategies which can be used in a motivating and creative language classroom to support learning and autonomy in all their learners
- How to teach and support oral language skill development including speaking, listening and interaction
- The English sound system, with a focus on similarities and differences between English and Norwegian consonants and vowels
- The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
- The main functions and uses of English intonation
- Cultural conventions for language use in various contexts, with a focus on English speech acts
At the end of the course the students should be able to:
- Take on a number of different roles according to the nature of the learning aim, activities and the background experiences of the learners
- Use the current curriculum, the CEFR and the European Language Portfolio, current language acquisition theories as the basis for their learning aim/s and lesson plans
- Use a variety of methods, planning techniques, strategies and assessment procedures to design a creative and motivating language learning environment
- Support learners through use of differentiation and development of learner autonomy
- Use the principles of oral language development in order to plan lessons and activities that support oral language development
- Explain how English sounds are articulated and discuss the main functions of intonation in English
- Distinguish between British and American English accents and describe the main differences between them (based on the model accents Received Pronunciation and General American)
- Explain the major points of difficulty in English phonology for Norwegian learners of English
- Explain the link between cultural conventions and language use in various contexts, with a focus on English and Norwegian speech acts
- Apply their knowledge of English phonology to teaching Norwegian learners of English and providing differentiated instruction
- Be a good role model for the pupils, using oral and written English confidently and functionally and adapting language use to the target group in different situations.
- Can use relevant subject material and communicate in English at a level which is suitable for both university and teaching practice classes
- Can reflect on their own growth as language teachers by using the EPOSTL so that they can chart their own development and progress both as language learners and teachers
- Can show and practically apply an understanding of the professional ethics and responsibilities for the individual learners development that being a teacher entails
- Can work independently or together with a group to identify the challenges and offer possible solutions to create a good learning environment for all learners
- Can use oral and written English confidently and functionally
- Can apply their knowledge of English phonology to further develop their own language competence
It is expected that students will use every opportunity to practice and to use English throughout the course. Students will also be offered the opportunity of a two-week study tour to the Norwegian Study Centre in York.
Required prerequisite knowledge
|Research paper||4/10||A - F|
|Oral exam||3/10||30 minutes||A - F|
|Written test||3/10||4 hours||A - F|
- English is a communicative, wide ranging and dynamic subject that is best learned in an environment, which encourages socio-constructive learning. Students, together with their teacher will need to discuss and argue critically all subject areas. A minimum of 80% attendance will be required for qualification. Students may be asked to cover any topics missed by completing additional course work requirements.
- Students will be expected to self-assess and to reflect on their progression in the subject by using the EPOSTL and their digital logbooks.
- Each student must submit a portfolio containing 4 follow-up assignments to the 4 sessions at the University campus. These will be pass/fail. At least 2 of these must have been submitted and passed in order to qualify for the oral exam.
- Online videos- Instructional videos are available online for grammar, phonetics and intonation. Students are required to watch the videos and complete the follow-up work on Canvas.
All parts must be passed to get a final grade.
At least 2 of the 4 written assignments must have been submitted and passed, 80% attendance met and learning logs completed in order to qualify for the oral exam.
- Course teacher
- Rebecca Anne Charboneau Stuvland
- Course coordinator
- Spiwe Thandabani Rønning
- Programme coordinator
- Mona Østerhus
Method of work
Suggested division of work
Lectures & preparation for lectures: 40hrs + 80hrs = 120hrs
Online videos: 20hrs
Required course work: logs (5hrs); written portfolio (40hrs) = 45hrs
Didactics research paper: 75hrs
Oral exam: 30 mins + self-study time
Written test: 3hrs + self-study time
School practice: 10 days: 80hrs*
*total is 4 weeks, but work load is divided between the two semesters
The central documents within English didactics used as the basis of this course are:
De nasjonale retningslinjer for grunnskolelærerutdanning
The Common European Framework of Reference
EPOSTL (the European portfolio for student teachers of languages)
The European Language Portfolio
Didactics: *everyone is expected to have all of these books, regardless of age level teaching
Drew, I. & Sørheim, B. (2016). English teaching strategies. Methods for English teachers of 10 to 16-year-olds. Oslo: Det Norske Samlaget.
Munden, J. (2014). Engelsk på mellomtrinnet. Oslo: Gyldendal forlaget. (grades 5-7)
Munden, J. & Myhre, A. (2013) Twinkle Twinkle. Oslo: Cappelen Damm Akademisk. (grades 1-4)
Additional articles and chapters provided on Canvas or in course compendium, including:
Stuvland, R.A.C. (2017) "Approaching English through exploration, in-depth learning, and curiosity," 35-75, In Bjørshol, S. & Nolet, R. (ed.) Utforsking i alle fag. Cappelen Damm Akademisk.
Chapters from: Krulatz, A., Dahl, A. & Flgnfeldt, M. (2018). Enacting multilingualism. Cappelen Dam Akademisk.
Chapters from: Bøhn, H. Dypedahl, M. & Myklevold, G. (eds). (2018). Teaching and learning English. Cappelen Damm Akademisk.
Chapters from Fenner, A.-B. & Skulstad, A. S. (eds.). (2018) Teaching English in the 21st Century. Fagbokforlaget.
Flognfeldt, M. & Lund, R. (2016). English for teachers and learners. Oslo: Cappelen Damm Akademisk.
Nilsen, (2010) English Pronunciation and Intonation
Longman Pronunciation Dictionary (newest version)
Additional articles and chapters provided on Canvas
Cole, Babette. Prince Cinders
Silverstein, Shel. Where the sidewalk ends.
Dahl, Roald. Revolting Rhymes
Birketveit, A. and Williams, G. (2012)(eds). Literature in the English Classroom. Theory into Practice. Bergen: Fagbokforlaget.
Recommended didactics and professional development books:
Cameron, L. & McKay, P (2010) Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press.
Bjørshol, S. & Nolet, R. (ed.) Utforsking i alle fag. Cappelen Damm Akademisk.
Sist oppdatert: 19.08.2019