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
- Characteristics of children's and young adult literature
- How literacy can be developed in the English language classroom through the use of texts, films, and other cultural resources, including critical and visual literacy and the use of multimodal texts
- 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 and intercultural development suitable for grades 5-10
- How to build an understanding of cultural and intercultural competence
- Societal issues and cultural themes that can be addressed in teaching, and methods for doing so, for example, CLIL
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
- Identify the characteristics of various types of literature and how to use these to promote cultural understanding and English language skills
- Plan, teach, and critically evaluate their language lessons as 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
The students can:
- Express themselves in a correct, varied and precise English about matters concerning language, literature, and culture
- Reflect over 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 language classroom
- Teach English as a school subject in a creative and integrated way that is suitable for all the learners
Although language plays a central role in all language studies, language teachers are also entrusted to support learners' intercultural understanding and competency. Students are encouraged to attend courses for one week at the Norwegian Study Centre in York in May/June as a part of this course (5 course days in York) (Separate assignments and independent reading will be given to those who do not attend). Here expert teachers in literature, culture and linguistics open up British society and everyday life to students in a way that would be impossible in Norway; encouraging them to see beyond the clichéd tourist view of Great Britain to a more nuanced understanding. The Study Centre is located in the beautiful historical centre of York and is attached to the University of York. All of the experiences bring English alive as a living language, rather than something which is learned from books at school.
Required prerequisite knowledge
The student should have taken English 1 (30 ECTS) or a similar course from another tertiary establishment 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).
|Oral presentation||4/10||20 minutes||A - F|
|Research paper||6/10||A - F|
Oral presentation - 20 minutes - 40%.
Research paper (3500-4000 words) - 60%.
- English is a communicative, wide ranging and dynamic subject that is best learned in an environment that 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 coursework requirements.
- Students will submit 2 assignments (pass-fail).
- A written reflection at the end of the year, drawing on the personal statement from the first semester and the logs written throughout the year. (1000-1500 words)
- Course coordinator
- Silje Henriette Amalia Normand
Method of work
This course will utilise a combination of lectures and seminars. The aim of this course is to give the students a good grounding in English language, culture and literature and teaching methods.
Students must have access to a class in which they can regularly teach English.
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.
Birketveit, A. & Williams, G. Eds. 2013. Literature in the English Classroom. Theory into Practice. Bergen: Fagbokforlaget.
Wiland, S. M. 2016. Reading and teaching English literature. Cappelen Damm.
Selected chapters from:
Bland, J. 2013. Children’s literature and learner empowerment. Bloomsbury.
Bland, J. 2018. Using literature in English language education. Bloomsbury.
Al Abdullah, Rania; DiPucchio, Kelly, The Sandwich Swap
Alexie, Sherman, The True Story of a Part-time Indian
Choi, Yangsook, The Name Jar
Tan, Shaun, The Arrival
Gaiman, Neil, P. Craig Russel (2008). Coraline: The Graphic Novel.
Green, John, Hippopotamister
Kibuishi, Kazu, The Stonekeeper (Amulet #1)
Lowry, Lois. The Giver.
Collins, Suzanne. The Hunger Games.
DiCamillo, K., The Tale of Despereaux
Lewis, C. S., The Lion, The Witch and the Wardrobe.
Pullman, P. The Golden Compass.
Pullman, P., I was a Rat!
One book will be selected from a recommended list for a research project in the Spring.
Additional reading material (such as research articles, poetry and short stories) will be provided in a compendium.
Sist oppdatert: 19.08.2019