At the end of the course the student will have knowledge of:
- How teacher beliefs can affect the decision making and roles that a language teacher has to play in the classroom and how the EPOSTL will help them to notice their teaching abilities.
- How children/teenagers learn their L1 (mother tongue) and acquire a L2 (foreign/additional language)based on current theories and practices. In connection to this the use of L1 to support L2 development will be introduced.
- How learners differ in their strategies and abilities in and the role that focused observation can make in understanding their needs.
- The various sections of the current English curriculum for schools and its connection to the Council of Europe's framework of reference for foreign languages and documents such as the Språkpermen
- A variety of materials and resources (both traditional and digital), approaches and activities, ways of planning and strategies which can be used to create a motivating and creative classroom for all learners.
A variety of methods of feedback and evaluation, including national and international examinations, self, peer and final assessment
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 and the background experiences of the learners, using the EPOSTL to support their development.
- Use the current curriculum, the CEFR and the European language portfolio as the basis for their learning aim/s and their lesson plans.
- 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.
- Utilise a wide variety of resources, both traditional and digital, in order to offer all their learners a variety of activities to support the development of communication skills, basic skills, Knowledge of the English language whilst supporting learners' autonomous development.
- Can use relevant subject material and communicate in English at a level (B2 or above) which is both suitable for university and teaching their practice classes.
- Can reflect over their own learning by using the EPOSTL together with their logs so that they can chart their own development and progress.
- 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
Required prerequisite knowledge
|Portfolio||7/10||A - F|
|Presentation||3/10||30 minutes||A - F||Power-point, overhead slides etc. |
Elements within the portfolio will include:
- A personal statement of their current language background and beliefs together with their expectations of the course. (1000 words)
- An Observation assignment on a topic chosen by the students which extends their didactic knowledge of a particular element of language teaching as relevant to their practice context.
- Before practice students will research and write a discussion about their chosen topic including both the principles and practices, which might be relevant in their practice context. They will then write a detailed observation plan where their knowledge can be tested whilst out in practice (to be completed before practice 3500 words +/- + lesson plan).
- During their practice learners will be observed and interviewed. After practice the students will discuss the results and also reflect over how their understanding of pupil learning and EFL teaching has developed.
- (to be completed after practice 2000 words +/-).
NB this study will form the basis of their presentation to their peers after practice.
- A report in which students will self-assess their progress in the subject, giving examples of progress made and areas which they may need to improve in the future (1200 words)
(Students can vary their word totals by +/-10%)
Grades (A-F) will be given on an individual basis. Both language use, presentation and content will be evaluated using criteria adapted from the CEFR scale. This will be made available on Canvas.
- Students need to complete 2/3 of their teaching practice (3 weeks) 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. Many of the practical activities that students will need to use in their own classrooms will also be demonstrated. 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.
- Students will be expected to self-assess and to reflect on their progression in the subject by using the EPOSTL and their private logbooks. These will be discussed in 2-3 diary logs (500-1000 words) which will be written and posted, using Canvas, during the course. They will focus on the connection between theories and ideas presented at the university and the practice experience - principles into practice. These must be approved before the student can be examined.
All coursework and practice requirements must be completed and passed before the portfolio can be handed in for assessment.
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
- Aline Alves-Wold , Deborah Lynn Sorton Larssen
- Course teacher
- Aline Alves-Wold , Milica Savic
- Programme coordinator
- Ivar Bjørnsen , Kjersti Gjedrem
- Placement coordinator
- Kari-Anne Svensen Malmo , Kitty Marie Garborg
Method of work
Suggested division of work:
Lectures & preparation for lectures: 33hrs + 33hrs = 66hrs
Seminar groups & preparation: 22hrs + 22hrs = 44hrs
Group meetings: 22 hrs
Lesson study project + presentation: 50 hrs
Log/EPOSTL/Diary: 24 hrs
School practice: 15days: 135 hrs
Self-study: 72 hrs
The practice period for 2nd year students is 15days
|English 1 (GLU2030_1)||15|
Cameron, L. (2001) Teaching Languages to Young Learners. Cambridge University Press
Drew, I. & Sørheim, B. (2004) English Teaching Strategies. Det Norske Samlaget
Richards, J.C. & Lockhart, C. (2004) Reflective teaching in second language classrooms. Cambridge university press
Books that are not obligatory but useful during teaching practice especially if working with teenagers
Lindstromberg, S (2004) Language activities for teenagers. Cambridge
Lewis, G (2007) Teenagers. Oxford
Downloadable from the internet and may be available from Invivo if requested
European Portfolio for student teachers of English (EPOSTL): http://www.ecml.at/epostl
Den europeiske språkpermen (Språkpermen 6-13): http://www.fremmedspraksenteret.no/
Den europeiske språkpermen (Språkpermen 13-18): http://www.fremmedspraksenteret.no/
Research articles (made available on Canvas and changed as new research may come available)
Bennett, N. & Dunne, E. (1994) How children learn, Implications for Practice. In Moon, B & Shelton Mayes, A (eds.). Teaching & Learning in the Secondary school, (50-60). London: Routledge
Coleman, J.C. (1994) Adolescence. In Moon, B & Shelton Mayes, A (eds.). Teaching & Learning in the Secondary school, (50-60). London: Routledge
Hasselgreen, A (2005) The new læreplan proposal for English- reading between the lines. Språk og språkundervisning 2/05
Lacey, F. Autonomy, never, never, never! (Independence (42) pp4-8 IATEFL learner autonomy SIG)
Lewis, G (2007) Teenagers. Oxford. (Introduction)
Skehan, P. (1996) Second language acquisition research & Task based instruction In Willis, J. & Willis, D. Challenge & Change in language teaching, in ELTJ Volume 50(1) Oxford: Oxford university press
Thompson, G. (1996) Some misconceptions about communicative language teaching, in ELTJ Volume 50(1) Oxford: Oxford university press
A brief guide to Imaginative education: http://www.ierg.net/about/briefguide.html
Sist oppdatert: 09.12.2019