English 1, module 1; Teaching Language to Young Learners (VEN101)

Content

Through the 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 focuses 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.

Content areas in the course: 

• Theories of and research on language learning
• English phonology
• Teaching pronunciation
• Teaching vocabulary
• The curriculum, The European Language Portfolio (EPOSTL)
• Task-based learning

Learning outcome

Knowledge:

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 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.

Skills

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 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;
• 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.

Required prerequisite knowledge

Approved teacher education or equivalent.

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

Recommended prerequisites

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;
• feel comfortable reading contemporary literary prose and children's literature;
• be able to interact with a degree of fluency, accuracy, and spontaneity that enables regular interaction with native speakers;
• be able to take part in discussions about course content;
• 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.

Exam

Coursework requirements

1. Students are required to attend 80% of the classes.
2. Students will complete three obligatory assignments:

• a personal statement at the beginning of the semester related to English didactics (graded as complete/ incomplete).
• an individual assignment which is connected to personal reflection, own language development, and /or English teaching (for example, lesson plans which will be taught and reflected upon) (graded as complete/ incomplete)  
• an individual assignment related to pronunciation theory and teaching (graded as complete/ incomplete).

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 teacher:

Course teacher:

Course teacher:

Course coordinator:

Method of work

Course teaching and coursework

• Classes will consist of a lectures, videos, individual, pair, group work, class discussions, practical exercises.
• Coursework will involve written/audio/video assignments, supplemented by discussion forums, group sessions, and written/oral feedback. 
• Canvas will be used as a learning platform, where lecture notes and other supportive materials will be available for students.
• English will be used throughout the course as the language of communication.

Number of recommended hours for each component:

• lectures/class sessions (56)
• hand-ins (55)
• final assignment/exam (90)
• self-study (204)

Total hours, approximately 405

Open for

Course assessment

Literature