At the end of the course, the student will have knowledge of:
- How children and young learners learn languages
- Multi- and plurilingualism as a resource in the classroom
- Central documents and resources for language learning and teaching
- English as a global language and its importance as a Lingua Franca for people from different cultures and countries
- How communicative skills can be taught in an integrative creative manner which learners may find meaningful, such as through the use of drama and Readers Theatre
- Digital tools and resources to support language learning
- Assessment, evaluation and feedback practices which will support language development suitable for grades 5-10
- Societal issues and cultural themes that can be addressed in teaching, and methods for doing so, for example, CLIL
- Cultural conventions for language use in various contexts, with a focus on English speech acts
At the end of the course, the students should be able to:
- Analyse and understand English literary, visual, and multimodal texts, films and other cultural resources
- Plan, teach, and critically evaluate their language lessons using the current curriculum and the European language portfolio
- Integrate all the basic skills in meaningful lessons which support the development of learners' language skills
- Build assessment, evaluation and feedback methods, together with learners where appropriate, in a way that supports further language learning and autonomy
- Find and adapt information about societal questions and cultural themes to use in teaching, for example in cross-curricular projects or CLIL
- Find, understand, use and reflect on relevant English academic research literature and write academic texts
- Find, adapt, and use digital tools and resources to support language learning and teaching
- Explain the link between cultural conventions and language use in various contexts, with a focus on English and Norwegian speech acts
- Gather and present research-based information about English speech acts and adapt available materials to include a focus on pragmatics
The students can:
- Express themselves in correct, varied, and precise English about matters concerning language, literature, and culture
- Reflect on and be able to self-assess their learning and classroom practices
- Work individually and together with others to identify possible solutions posed by the challenges of the language classroom
- Teach English as a school subject in a creative and integrated way that is suitable for all learners
This course covers topics such as English teaching methodology, sociolinguistics, and history, culture and literature from English-speaking countries. Other central elements include continuing development of cultural and intercultural competence, insight into English as a world language and the challenges of teaching English and its role in a multilingual and multicultural classroom. The course will also cover digital skills and the use of technology in language learning. It is expected that students will use every opportunity to use English throughout the course.
Required prerequisite knowledge
Approved teacher education or equivalent.
The student should have taken English 1 or a similar course from another tertiary establishment (a total of 30 study points) in order to be accepted onto English 2.
Must currently be teaching English or have access to teach an English class throughout the year (possibility to teach minimum one English lesson a month).
|Take home exam||6/10||10 days||A - F|
|Oral presentation on Skype, in person or a recording||4/10||10 minutes||A - F|
Take-home exam (3000-4000 words)
Oral presentation (on Skype, in person or recording) (5-10 minutes)
- A minimum of 80% attendance will be required for qualification. Students may be asked to cover any topics missed by completing additional coursework requirements.
- The students will write a personal statement at the beginning of the year (pass-fail).
- The students will submit 2 assignments (pass-fail).
The assignments will be of a practical nature and will include lesson planning and personal development. They will be connected to the teacher's own class and teaching.
- Course coordinator
- Silje Henriette Amalia Normand
- Course teacher
- Silje Henriette Amalia Normand , Milica Savic
Method of work
Students must have access to a class in which they can regularly teach English. Students must have access to an internet connection that can support same-time group discussions, as well as a microphone headset.
Changes may occur. The final list will be provided by June 1, 2019. Do not buy books before this date without first consulting the course instructor.
Drew, I. & Sørheim, B. 2016. English teaching strategies. 3rd edition. Det norske samlaget.
Fenner, A.-B. & Skulstad, A. S. Eds. 2018. Teaching English in the 21st Century. Fagbokforlaget.
Krulatz, A., Dahl, A. & Flognfeldt, M. 2018. Enacting multilingualism. Cappelen Damm Akademisk.
Selected chapters from:
Munden, J. 2014. Engelsk på mellomtrinnet. Gyldendal akademisk.
Munden, J. & Sandhaug C. 2017. Engelsk for secondary school. Gyldendal akademisk.
Selected chapters from:
Ishihara, N. & A. D. Cohen. 2010. Teaching and Learning Pragmatics. Pearson Education Limited.
Articles (a selection of these in accordance with the chosen assignment topic):
Brubæk, S. 2012. Pragmatics competence in English at the VG1 level: To what extent are Norwegian students able to adapt to contextual demands when making requests in English? Acta Didactica Norge 6(1), 1–19.
Limberg, H. 2015. Principles for pragmatic teaching: Apologies in the EFL classroom. ELT Journal, 69(3), 275–285.
Røkaas, F. A. 2000. Potential for misunderstandings: Social interaction between Norwegians and Americans. In M. Isaksson, F.A. Røkaas (Eds.), Conflicting Values: An Intercultural Challenge. Sandvika: Norwegian School of Management BI, 111-129.
Savić, M. 2015. “Can I very please borrow it?” Request development in young Norwegian EFL learners. Intercultural Pragmatics 12(4), 443-480.
Usó-Huan, E. & MartÍnez-Flor, A. 2008. Teaching learners to appropriately mitigate requests. ELT Journal, 62(4), 349-357.
Zeff, B. 2016. The pragmatics of greetings: Teaching speech acts in the EFL classroom. English Teaching Forum, 2-11.
Additional reading material (such as research articles, poetry and short stories) will be provided in a compendium.
Sist oppdatert: 22.08.2019