At the end of the course the student will have knowledge of:
- The reading and writing skills are involved in communicating in a foreign language, together with grammar, and how these skills can be taught in an integrated manner and progression (listening, speaking and interaction, and phonetics are covered in 1032)
- A variety of methods of feedback and evaluation, including national testing of reading in 5th grade, self-, peer-, and final-assessment.
- A variety of materials and resources (both traditional and digital), approaches and activities, ways of planning and strategies which can be chosen and adapted to support learning and learner autonomy in a motivating and creative language classroom
- How observation can support teacher's knowledge and student learning
- The grammatical structure of the English language
- The major points of difficulty in English grammar and usage for Norwegian learners of English
At the end of the course the students should be able to:
- Use a variety of methods, planning techniques, strategies and assessment procedures which are grounded in current theories and practices to create a creative and motivating language learning environment
- Offer all their learners a variety of activities to support the development of their communication skills, basic skills, and knowledge of the English language
- Utilize a wide variety of resources both traditional and digital
- Support learners through use of differentiation and development of learner autonomy
- Support learners intercultural and multilingual knowledge using stories and storytelling in the classroom
- Conduct reflective observation of students in an EFL classroom
- Describe and explain English grammar and usage for Norwegian learners of English
- Apply their knowledge of English grammar 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.
The student can:
- Use relevant subject material and communicate in English at a level which is suitable for both university and teaching practice classes
- Reflect over their own learning by using the EPOSTL together with their logs so that they can chart their own development and progress
- Show and practically apply an understanding of the professional ethics and responsibilities for the individual learners development that being a teacher entails
- Work independently or together with a group to identify the challenges and offer possible solutions to create a good learning environment for all learners
- Use oral and written English confidently and functionally
- Apply their knowledge of English grammar to further develop their own language competence
- 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
The York study trip will take place in September for two weeks and all students are encouraged to attend.
Required prerequisite knowledge
|Written grammar exam||35/100||A - F|
|Classroom observation task||35/100||A - F|
|Presentation/recording or in person||30/100||A - F|
Grammar exam, classroom observation and presentation.
Grammar exam: weight = 35/100 Duration: 3 hours Marks: A-F Aid: None permitted
Classroom observation: weight = 35/100 Marks: A-F
Presentation: recording or in person weight= 30/100 Duration: 15 minutes Marks: A-F
In order to qualify for the oral exam, the attendance requirement must be met, at least 2 of the assignments must have been submitted and passed, and learning logs must have been completed.
All parts must be passed to get a final grade.
- 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. These will be written as follow-up to course days
- Each student much submit 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 written exam
- Online videos - Instructional videos are available online for grammar. Students are required to watch the videos and complete the follow-up work on Canvas.
- 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); follow-up assignments (50 hrs) = 55hrs
Extended detailed observation: 40hrs
Exam: 3hrs + self-study time
Presentation: 30mins + self-study time
School practice: 10 days: 80hrs*
*total is 4 weeks, but work load is divided between the two semesters
Dypedahl, M., Hasselgård, H., and Løken, B. (2016). Introducing English Grammar.
Swan, M. (Newest edition). Practical English Usage. Oxford.
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
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.
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.
Additional material handed out in class or posted on Canvas.
Sist oppdatert: 19.08.2019