It is expected that students use every opportunity to practice and to use their English throughout the course.
At the end of the course the student will have knowledge of:
- The historical development of English language methods and didactics in Norway and how it affects the culture of EFL teaching currently seen in schools.
- How teachers can support learner autonomy and use of learning strategies, both inside and outside the language classroom, to support pupils' development of learning to learn skills.
- How the four skills of English (speaking, listening, reading, writing) and the Basic skills (as defined in the current curriculum), can be taught in an integrated creative manner which learners may find meaningful.
- How cultural competence can be enhanced by the use of approaches such as drama, CLIL and storytelling.
- Assessment, evaluation and feedback practices which are suitable for grades 1-7 and which will support language development.
- How 'lesson study' can be used to build a deeper knowledge of pupil learning in relation to a lesson plan.
At the end of the course the student will be able to:
- Plan, teach and critically evaluate their language lessons as meeting the requirements of all their students affective and academic needs using Lesson study as a tool for research.
- Integrate the four EFL skills and the Basic skills (from the current curriculum) in meaningful lessons that support the development of learners EFL language skills
- Plan and teach in ways that support learner autonomy and the use of learning strategies to encourage learners' efficacy when learning EFL.
- Build assessment, evaluation and feedback methods, together with learners where appropriate, in a way that supports language learning.
- Be able to design, undertake and evaluate a lesson study project in order to build better understanding of learning processes amongst their practice classes.
At the end of the course the student will be able to:
- Reflect over and be able to self-assess their learning and classroom practices in relation to the ethical, organisational and multifarious requirements of teaching English.
- Work individually and together with other students in the identification and possible solutions posed by the challenges of the language classroom.
- Teach English as a school subject in a way that is suitable for all the learners under their care.
Required prerequisite knowledge
- GLU1032 English 1; English Linguistics for Teachers for grades 1.-7., GLU1033 English 1; Teaching Methodology for Young Learners (1-7)
- MGL1032 English Linguistics for Teachers for grades 1.-7., MGL1033 English 1 - Teaching Methodology for Young Learners (1-7)
- GLD1032 English 1; English Language, Culture and Literature and teaching methodology, semester 1 - grades 1-7, GLD1033 English Language, Culture and Literature and teaching methodology semester 2
The student should have taken English Teaching Methodology 1 or a similar course from another tertiary establishment in order to be accepted onto English Teaching Methodology 2.
Students should have studied and be approaching the level of B2 in the written English and C1 in their listening, speaking and reading abilities.
|Group written intrroduction and planning lesson study report (part 1)||4/10||A - F|
|Individual lesson study report and reflection||6/10||A - F|
Information about the lesson study project:
The lesson study project will start with the detailed planning of a research lesson where both the curriculum aim/s and the students' own research aim/s are taken into consideration. It is important that this planning is based on sound theoretical principles and that the students can argue why they have chosen to teach the lesson in that way. Students should also be able to predict before the lesson is taught how they think the learners will react to their plan and how they will be able to observe if/what learning has occurred. Any students who join the course and who may have completed their obligatory practice must arrange to join a practice group during the Lesson study project.
The Lesson study cycle
- Students should visit their mentor at the practice school before starting their LS planning in order to do a 'needs analysis'.
- Initial research and the draft plan will then be discussed at the practice teacher meeting two weeks before school practice.
- The final plan will be further discussed in a supervision session before it is taught
- After teaching the lesson, students will interview their learners and then review the lesson together with their practice teacher.
- The lesson will then be "improved", if necessary and then retaught in another class and a final supervision will take place.
- The students will complete their group report (part 1) which will include the early planning of the Lesson study process (word total 4500 + plan - +/- 10%). Due to the requirement of the FOU assignment students will report and discuss individually (part 2), the results of their observations, interviews and any other data they have collected. This will include both a general discussion of their data but also an in-depth review of one element of pupil learning in their project . They will also include a final reflective conclusion on their own learning outcomes ( 3500 =+/- 10%). It is expected that when writing the FOU assignment (Part 2) students in the group will discuss their results from different angles, returning to and adding when necessary additional literature
All parts must be passed to get a final grade.
- Students must have completed and passed their practice period (15 days) in order to be able to be examined.
- 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. These discussions are not only important for the building of knowledge in the students but in their practice and development of their own language abilities. It is therefore assumed that students will make every effort to attend all lectures and seminars. If however they are unable to do so then a minimum of 70% attendance will be required for qualification. Students may be asked to cover any topics missed by completing additional course work requirements.
- Three audio summaries (5 mins max) be made by the Lesson study group after each lesson study supervision and uploaded onto canvas.
- A group presentation of the lesson study projects will be made during the final class of term - all student members of the group will be expected to have equal responsibility for this presentation.
These must be approved before the students can be examined. Students who have one or more assignments not approved at first submission, will be given one more submission opportunity in a new and improved version.
- Course coordinator
- Deborah Lynn Sorton Larssen
- Course teacher
- Spiwe Thandabani Rønning , Nina Lazarevic, Silje Henriette Amalia Normand , Milica Savic
- Programme coordinator
- Hanne Elise Pollack , Kjersti Gjedrem
- Placement coordinator
- Kitty Marie Garborg
Method of work
Suggested division of work:
Lectures & preparation for lectures: 33hrs + 33hrs = 66hrs
Seminar groups & preparation: 22hrs + 22hrs = 44hrs
Lesson study project + presentation: 78 hrs
Audio summaries: 6 hrs
School practice: 15 days: 135hrs
Cameron, L. (2001) Teaching Languages to Young Learners. Cambridge University Press
Richards, J.C. & Lockhart, C. (2004) Reflective teaching in second language classrooms. Cambridge university press
Pinter, A.M. (2017) Teaching Young language learners 2nd edition. Cambridge
Munden, J. & Myhre, A. (2015) Twinkle Twinkle. Høyskoleforlaget
Cameron, L. & McKay, P (2010) Bringing creative teaching into the young learner classroom. Oxford
European Portfolio for student teachers of English (EPOSTL): http://www.ecml.at/epostl
Den europeiske språkpermen (Språkpermen 6-13): http://www.fremmedspraksenteret.no/
Brown, H. D. (2014) Principles of language learning and teaching. Longman
Articles (Available on Canvas) (these may be changed as new research is made available)
Arnold, J. (1999) Visualisation: language learning with the mind's eye. In: Affect in Language learning. Cambridge University press, Cambridge.
Hellekjær, G.O. (2007) Reading: From a Forgotten to a Basic Skill. Spark go Språkundervisning
Hughes, A (2006) `The `Why', `What' and `How' of using authentic picture books and stories in the EYL classroom - some practical considerations' in Enever, J. & Scmid-Schönbein, G.(eds.) (2006) Picture books and young learners of English. Munich, Germany: Langenscheidt.
Lund, A. (2007) ICT and EFL: what can we now do with language? Språk og Språkundervisning 2/07.
Chapters from: Nunan, D. (1999) Second language teaching and learning. Heinle & Heinle will be made available as necessary
Sist oppdatert: 09.12.2019