At the end of the course the student will have knowledge of:
- The grammatical structure of the English language
- The major points of difficulty in English grammar and usage for Norwegian learners of English
- How the five skills involved in communicating in a foreign language (listening, speaking, interaction, reading, and writing), together with grammar and vocabulary, and the five basic skills of the curriculum, are best taught in an integrated manner and progression
- A variety of methods, 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
- A variety of methods of assessment and evaluation, including national testing of reading in 5th grade
- Everyday and cultural expressions in English speaking countries
- A variety of materials and resources (both traditional and digital) which can be chosen and adapted to support learning
- How to use texts for children and youth that promote intercultural learning, as well as insight into use of texts that stimulate language development
- Digital tools to promote language learning and teaching of subject content
- A basic knowledge of research and development work relevant for English in grades 1-7
At the end of the course the students should be able to:
- Describe English grammar and usage for Norwegian learners of English
- Apply their knowledge of English grammar and usage to English teaching through choosing suitable approaches, and designing differentiated activities and teaching materials
- 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.
- Guide the pupils in their language development through making them aware of the language's structure and use, and of the important differences between English and Norwegian
- 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
- Help create a safe learning environment with varied, differentiated, and meaningful learning activities that promote development of language skills, the basic skills, and in-depth learning
- Evaluate pupils' work (formative and summative assessment) and promote independent language learning by making pupils aware of the choice of learning strategies
- Use and teach every-day and cultural expressions appropriate for primary school students
- Critically evaluate and be able to design appropriate teaching materials (both traditional and digital) to use and adapt to support learning
- Support pupils' work with English texts and exploration of everyday and cultural expressions in English speaking countries with a specific focus on written and spoken texts for children
- Use digital tools to promote language learning and teaching of the subject content
- Read and apply research relevant to English in primary schools, and conduct own research in practice contexts
- Can use oral and written English confidently and functionally
- Can apply their knowledge of English grammar to improve their own language usage as well as to teaching Norwegian learners of English
- Can reflect on their own learning and teaching practice in relation to subject knowledge and didactic approaches according to the current 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
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 grammar
- Teaching grammar
- Teaching vocabulary
- Reading and writing skills
- Materials use, evaluation, and development
- Use of digital skills and tools
This course is assessed based on:
- an individual English grammar and usage exam
- the group Lesson study project portfolio
Required prerequisite knowledge
Approved teacher education or equivalent.
Students need access to a class where they can teach English.
Recommended previous knowledge
Spring semester (VEN102) builds upon the fall semester (VEN101). Therefore, it is recommended that students take VEN101 before VEN102.
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. Student 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.
|Written exam||1/2||3 hours||A - F|
|Lesson study - group portofolio||1/2||A - F|
Grades will be given for each exam form. Both exam parts must be passed to receive a total result in the course.
- 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 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. The assignments are either oral (5-15 minutes) or written assignments (500-1500 words) (pass-fail).
- Students will write a personal reflection at the end of the semester (pass-fail).
- Lesson study groups will present their lesson study research to the class (group presentation - 20 minutes - pass-fail) and contribute to the lesson study abstract portfolio (1 page summary of the Lesson study project).
- Course coordinator
- Rebecca Anne Charboneau Stuvland
- Course teacher
- Anders Otterbech Jølbo Myrset , Milica Savic
Method of work
Lesson study is a form of systematic teacher cooperative learning where a group of teachers together decide what they want to learn and improve upon in their own teaching practice (a research topic). The cycle includes setting learning aims and planning, teaching the lesson and observation resulting in collection of information and data, discussion of consequences of the choices made based on the data collected, and either summarizing what has been learned and sharing this or revision and re-teaching of the lesson. This is a group project that will be introduced and worked on during an in-class workshop and continued outside of class by the teaching groups.
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 principles and that the students can argue why they have chosen to teach the lesson in this way.
Students should also be able to predict before the lesson is taught how they think the learners will react to their lesson plan and also how they will be able to check what learning has occurred. This will be reported on in the video discussion log and group report. This lesson plan will be completed and handed in for review to the lecturer before the lesson is taught.
Once the lesson has been taught students will interview their learners and then review and replan the lesson. If possible, the lesson should be retaught at a later date with any "improvements" in place.
After a further review students will develop a multi-media portfolio discussing and reporting on their lesson and any findings they may have made. (lesson plan + 5-10 minute video + group report approximately 5000 words). As an individual component of this group project, students will write an individual reflective note on their learning throughout the project and the course in general. This will be based in part on their semester 1 reflection and reflective logs they will have written throughout the course (1500-2000 words).
Finally students will be asked to present their lesson study project to their peers (20 minutes).
Teaching and course work:
A combination of meeting days with lectures, small groups, discussion, demonstration and practical exercises, and internet based student work including written discussion forums, and audio/video group sessions and advisory meetings using Skype or similar programs. The students are required to have a microphone headset, fast and reliable internet connection and download free audio recording program for assignments. 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.
The course sessions will normally be from 9-16, but there may also be some times when there are events between the session dates in the evenings. It is also required that students work together on the Lesson study project between sessions.
York trip - instruction days at the Norwegian study center - dates will be announced by June 2019 (travel days Sunday and Friday evening)
This trip includes teaching and course work each day. This is an important part of the English 1 course. Those not able to attend will complete a short project as a substitute for the teaching and English language exposure the other students will be receiving in York.
KFK English 1 - semester 2 expected work load
Class component (number of recommended hours) lectures/class sessions (49), preparation for class (95), grammar videos (10), hand-ins (36 - 3x12), exam (3 + self-study time), lesson study project (100), lesson study presentation (5), personal reflection assignment (10), self-study - or additional time for assignments (60), York trip - or make-up assignment (40) Total hours 408
The central documents within English didactics used as the basis of this course are:
De nasjonale retningslinjer for grunnskolelærerutdanning
Kunnskapsløftet 2006 - 2013 revision
The Common European Framework of Reference
EPOSTL (the European portfolio for student teachers of languages)
The European Language Portfolio
Dypedahl, M., Hasselgård, H. & Løken, B. (2018). Introducing English Grammar. Fagbokforlaget.
Swan, M. (Newest edition). Practical English Usage. Oxford.
Flognfeldt, M. & Lund, R. (2016). English for teachers and learners. Oslo: Cappelen Damm Akademisk.
Further reading materials will be posted on Canvas or handed out in class as relevant.
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)
The European Language Portfolio (Språkpermen 6-13): http://www.fremmedspraksenteret.no/
European Portfolio for student teachers of English (EPOSTL): http://www.ecml.at/epostl
Research articles that will be available on Canvas:
Makinae, N. "The origin of lesson study in Japan".
Additional articles and chapters provided on Canvas
Recommended didactics and professional development books:
Birketveit, A. and Williams, G. (2012)(eds). Literature in the English Classroom. Theory into Practice. Bergen: Fagbokforlaget.
Bøhn, H. Dypedahl, M. & Myklevold, G. (eds). (2018). Teaching and learning English. Cappelen Damm Akademisk.
Fenner, A.-B. & Skulstad, A. S. (eds.). (2018) Teaching English in the 21st Century. Fagbokforlaget.
Krulatz, A., Dahl, A. & Folgnfeldt, M. (2018). Enacting multilingualism. Cappelen Damm Akademisk.
Bjørshol, S. & Nolet, R. (ed.) Utforsking i alle fag. Cappelen Damm Akademisk.
Cameron, L. & McKay, P (2010) Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press.
Sist oppdatert: 18.08.2019