English 1; English Teaching Methodology for Young Learners (5.-10.) (MGL2033)

Content

Clearly understanding the status and importance of the English language in Norwegian society, we in the English department aim to educate creative and motivated English language teachers. Within the English department, our aim is that the students become confident in their abilities, drawing on both theory and practice, and can respond to the society’s needs. School children of all ages deserve creative and motivated English teachers, who are confident in their own language abilities, and that is what we in the English department try to help you become. Experience shows us that the increase in fluency and a feeling of security that this extra semester brings is invaluable for all our students. It is expected that students will use every opportunity to practice and to use English throughout the course. In the Spring semester students will be offered the opportunity of a two-week study tour to the Norwegian study centre in York, UK. There are also opportunities for students to take their second semester (English2) with partner universities abroad.

Learning outcome

Knowledge

At the end of the course the student will have knowledge of:

• How teacher beliefs can affect the decision making and roles language teachers play in the classroom and how the EPOSTL will help them to notice their teaching abilities;
• How young learners learn their L1 (mother tongue) and acquire a L2 (second/foreign/additional language) based on current theories and practices. In connection to this, the use of L1 to support L2 development will be introduced;
• How young learners differ in their strategies and abilities in English and the role that focused observation can make in understanding their needs;
• The various sections of the current English curriculum for schools and its connection to the Council of Europe's Framework of Reference for Foreign Languages and documents such as the Språkpermen;
• A variety of materials, resources (both traditional and digital), approaches and activities, ways of planning and strategies which can be used to create an inclusive, motivating and creative language classroom for all their learners;
• A variety of methods of feedback and evaluation, including national testing of reading in 5th grade, self-, peer- and final assessment.

Skills

At the end of the course the students should be able to:

• Take on a number of different roles according to the nature of the lesson aim and the background experiences of the learners, using the EPOSTL to support their development
• Be able to develop an inclusive learning environment for all EFL pupils;
• Use the current curriculum, the CEFR and the European language portfolio as the basis for their learning aims and their lesson plans;
• Use a variety of methods, planning techniques, strategies and assessment procedures which are grounded in current theories and practices to create a creative and motivating language learning environment;
• Utilise a wide variety of resources both traditional and digital in order to offer all their learners a variety of activities to support the development of communication skills, basic skills, knowledge of the English language while supporting learners' autonomous development.

General competencies

The student:

• Can use relevant subject material and communicate in English at a level (B2 or above) which is suitable for both university and teaching practice classes;
• Can reflect over their own learning by using the EPOSTL together with their logs so that they can chart their own development and progress;
• Can show and practically apply an understanding of the professional ethics and responsibilities for the individual learners' development that being a teacher entails;
• Can evaluate teaching practice in an informed way and suggest changes and improvements;
• Can work independently or together with a group to identify the challenges and offer possible solutions to create a good learning environment for all learners.

Required prerequisite knowledge

None

Exam

Coursework requirements

Assignments, Tilstedeværelse

1. Students need to complete 2/3rds and/or pass their teaching practice (3 weeks) in order to be able to be examined.
2. 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. Many of the practical activities that students will need to use in their own classrooms will also be demonstrated. These discussions are not only important for the building of knowledge in the students but in their practice and development of their own language abilities. It is therefore assumed that students will make every effort to attend all lectures and seminars. If, however, they are unable to do so, then a minimum of 70% attendance will be required for qualification. Students may be asked to cover any topics missed by completing additional course work requirements.
3. A weekly diary log (500-1000 words), in which the student reflects on the topics introduced each week. These diary logs will be written and posted, as well as assessed (Pass/Fail), using Canvas during the semester. The diary logs will focus on the connection between theories and ideas presented at the university and the practice experience - principles into practice. The student must be awarded a passing grade in order to be able to be examined.

Students who have one or more assignments not approved at first submission, will be given one more submission opportunity for a new and improved version.

Course teacher(s)

Course coordinator:

Nina Lazarevic

Course teacher:

Anastasia Hanukaev

Course teacher:

Anders Otterbech Jølbo Myrset

Course teacher:

Nina Lazarevic

Course teacher:

Milica Savic

Study Adviser:

Kjersti Gjedrem

Placement coordinator:

Kitty Marie Garborg

Method of work

This course will utilise a combination of lectures, seminars, discussions and demonstrations. The aim of this course is to give all students from both MGL 1 & 2 a good grounding in the principles and practices of English language teaching and learning. Most of the knowledge base of this course is specific to learner ages. However, in some cases the students in both groups (1-7 and 5-10) may attend classes together.

The course syllabus and lectures are in English. This means that it is important that the students engage with the material, such as weekly course reading. This will help the students immerse themselves in the language, as well as ensure that they become familiar with the terminology and topics relevant for the course.

Suggested division of work:

Lectures & preparation for lectures: 72hrs + 24hrs = 96hrs

Research lesson project + presentation: 50hrs

Logs and other written work: 34hrs

School practice, 15 days: 135hrs

Self-study: 105hrs

Total: 420hrs

Practice

The practice period for 2nd year students is 15 days.

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital subject evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature