This is the study programme for 2019/2020. It is subject to change.

In today's multicultural world, our learners will need foreign language skills more than ever and English is particularly important in this regard. Today's language learners may be required to use English in their education, work and leisure. In order to equip them properly, English teachers working in the Norwegian school system must have the necessary knowledge of English as a school subject and the skills to teach it in a way that learners find motivating and meaningful. In addition, teachers should be able to support their students as they become more autonomous in their language learning.

Learning outcome

At the end of the course the student will have knowledge of:
  • The English sound system and the main intonation patterns in English and their functions
  • The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
  • The most common problems in the acquisition of English pronunciation, with special reference to Norwegian learners
  • English vocabulary, vocabulary acquisition, and insight into cultural conventions for language use
  • Teacher beliefs and different teacher roles related to the nature of the lesson aim and the background experiences of the learners
  • How young language learners learn and acquire a foreign language based on current theories, practices and their expected progression throughout primary school, with a focus on early language learning
  • The current and forthcoming national curriculum for English in schools, and how it relates to the Common European Framework of Reference for Languages
  • A variety of methods, ways of planning and strategies which can be used in a motivating and creative language classroom to provide differentiation and support learning and autonomy in all the learners
  • How the five skills involved in communicating in a foreign language (listening, speaking, interaction, reading, and writing), together with pronunciation and vocabulary, and the five basic skills of the curriculum, are best taught in an integrated manner and progression

At the end of the course the students should be able to:
  • Explain how English sounds are articulated, read and produce phonemic transcription and explain the basic functions of English intonation
  • Distinguish between the RP and GA accents, describe the main differences between them and use this in teaching English
  • Explain why certain aspects of English pronunciation may cause problems to second language learners, especially Norwegian ones, and be able to design activities and teaching materials to address these problems
  • 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.
  • Take on a number of different teacher roles according to the nature of the lesson aim and the background experiences of the learners
  • Use the current and forthcoming English subject curriculum, the CEFR, and current language acquisition theories in lesson planning, for setting learning aims, and evaluating student learning
  • Plan, lead, and evaluate pupils' learning development in a way that takes into consideration pupil diversity when it comes to different needs and cultural and language backgrounds, and promote independent and group learning
  • Help create a safe learning environment with varied, differentiated and meaningful learning activities that promote development of listening, writing, reading, and speech, a gradually larger vocabulary for all pupils, and use of language strategies

General competencies:
The student:
  • Can use oral and written English confidently and functionally, and can adapt language use for different purposes and contexts (ex. Academic and grades 1-7)
  • Can apply their knowledge of English phonetics and phonology to improve their own pronunciation and to improve their English language teaching
  • Can reflect on their own learning and teaching practice in relation to subject knowledge and didactic approaches according to the current and forthcoming national curriculum for primary school
  • Can work independently and together with others to be able to solve identified problems associated with pupils' learning and development in English


Through this course the students will gain insight into how the basic skills - to be able to express oneself orally, to read, to express oneself in writing, to count and to use digital tools - are an integrated part of English instruction, so that they will be prepared to differentiate instruction and teaching for pupils in grades 1-7. This course will also focus on English phonetics and phonology, aiming to give the students a good grounding in English phonology, as well as to provide them with the principles and practical activities for working on elements of English pronunciation in the English classroom.
It is expected that students will use every opportunity to practice and to use English throughout the course.
Students will also have the opportunity to attend course sessions at the Norwegian Study Centre in York. For those unable to attend separate coursework (readings and an assignment) will be given.
Content areas in the course:
  • Theories of and research on language learning
  • English phonetics and phonology
  • Teaching pronunciation
  • Teaching vocabulary
  • The curriculum, The European Language Portfolio, EPOSTL
  • Assessment and feedback
  • Task based learning

This course is assessed based on:
  • an individual English phonetics and phonology exam
  • an individual paper based on in-depth research on a topic. This is based on a common research question decided on by a group of 3-5 students.

Required prerequisite knowledge

Approved teacher education or equivalent.

Students need access to a class where they can teach English.

Recommended previous knowledge

This is a course for teachers who would like to become proficient at teaching English in Norwegian schools. In order to succeed in this course, it is expected that students starting this course have a good command of English, equivalent to the proficiency level at the end of upper secondary school (B2 on the CEFR scale).

Students should be able to understand extended speech and lectures in English and follow complex lines of argument provided the topic is reasonably familiar or is being addressed through an instructional situation. Students should be able to read articles, reports, and academic texts written for teachers concerned with aspects of language development and teaching English as a foreign language. Students should also feel comfortable reading contemporary literary prose and children's literature.

Students should be able to interact with a degree of fluency, accuracy, and spontaneity that enables regular interaction with native speakers. Students are expected to be able to take part in discussions about course content. Students should be able to write clear, accurate and detailed texts on a wide range of subjects related to the course. This includes the ability to write an essay or report, passing on information or giving reasons in support of or against a particular viewpoint.

Throughout this course students will receive feedback on both their content knowledge and their language use. This should help the students to improve their fluency and accuracy. However, the primary purpose of this course is not to teach students English. Thus, it is important to take into consideration the students' language level before applying for the course.


Oral exam and theoretical paper
Weight Duration Marks Aid
Oral exam5/1030 minutesA - FNone permitted
Theoretical paper5/10 A - F
Work must meet the standards of minimum B2 language level on the CEFR scale in order to pass.
Grades will be given for each exam form. All exam forms must be passed to receive a final grade in the course.
The theoretical paper should be 2500 words (+/- 10 %)

Coursework requirements

80% obligatorisk oppmøte, Innlevering, Innlevering, personlig uttalselse
Coursework requirements:
1. 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.
2. Students will submit 2 individual assignments, which are connected to personal reflection, own language development, and /or English teaching, for example, lesson plans which will be taught and reflected upon. The students must have access to an English class where they can teach these lessons (pass-fail). At least 1 of these must have been submitted and passed in order to qualify for the oral exam.
3. Students will write a personal statement at the beginning of the semester (pass-fail). This must be passed in order to qualify for the oral exam.
4. Instructional videos are available online for phonetics and intonation. Students are required to watch the videos and complete the follow-up work on Canvas.

Course teacher(s)

Course coordinator
Rebecca Anne Charboneau Stuvland
Course teacher
Anders Otterbech Jølbo Myrset , Spiwe Thandabani Rønning , Milica Savic
Programme coordinator
Hallvor Lyngstad

Method of work

Teaching and course work:
A combination of meeting days with lectures, small groups, discussion, demonstration, and practical exercises; internet based student work including written discussion forums; audio/video group sessions; and advisory meetings using Skype or similar programs. The course will use Canvas as a learning platform, where lecture notes and other supportive materials will be available for students. English will be used as the language of communication throughout the course.
KFK English 1 - semester 1
Class component (number of recommended hours) lectures/class sessions (49), preparation for class (96), phonetics videos (10), hand-ins (30 - 3x10), exam (3 + self-study time), paper (60), self-study - or additional time for assignments (155), Total hours 403; approximately 25 hours per week.

Open to

Not open to external candidates.

Course assessment

Dialogue in class or digital evaluation



The central documents within English didactics used as the basis of this course are:

De nasjonale retningslinjer for grunnskolelærerutdanning
Kunnskapsløftet 2006
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
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)
Drew, I. & Sørheim, B. (2016). English teaching strategies. Methods for English teachers of 10 to 16-year-olds. Oslo: Det Norske Samlaget.

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
Longman Pronunciation Dictionary
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.

This is the study programme for 2019/2020. It is subject to change.

Sist oppdatert: 09.12.2019