SFEG511210 English: Language and Communication (5-10) (Autumn 2010)

The course is connected to the following study programs

Compulsory for students enrolled on the study programme English 1 for grades 5-10.

Lecture Semester

Autumn

The student's learning outcomes after completing the course

KNOWLEDGE:
After completing the course module the students are to:

- have acquired basic knowledge about the sound system of English, the basis of English vocabulary and about the grammatical structure of the language, as well as having gained insight into the cultural conventions underlying usage

- have knowledge about English as a world language, how it has developed as a lingua-franca for people from different countries and cultures, and about the importance of English with regard to internationalization, education and work life

- have developed insight into work with basic skills and how one can facilitate progression during the transition from middle school to lower-secondary

- have developed knowledge about the way children learn languages from the perspective of a second language, language learning theories, as well as strategies, methods, assessment tools and types of assessment that facilitate language development

- be acquainted with the current national curriculum for schools and its connection to the European Framework for languages

- be familiar with a wide range of textbooks and other learning resources that can be used in teaching

- know how one can adjust language instruction to suit the individual pupil's needs

- have acquired knowledge about intercultural learning

- be familiar with different genres and their major conventions, as well as with the norms of academic writing, responsible use of sources and copyright laws/protection of privacy

- understand the learning potential inherent in different learning arenas for children and young people, for example within digital media

SKILLS:
After completing the course module the students are to:

- be able to speak and write the target language confidently and appropriately with regard to the target audience in different situations and should be good language models for their pupils

- be able to raise pupils' awareness about the structure of the language and guide them in developing their language, for example by demonstrating the contrasts between their native language and English that may cause problems

- be able to utilize the pupils' experiences with English in their teaching

- be able to create a secure learning environment with varied, differentiated and meaningful learning work anchored in theory and experience and which can facilitate further development of the basic skills of all the pupils

- be able to practice holistic assessment and stimulate the pupils' independent language development by making them aware of their choices with regard to different learning strategies

- be able to apply knowledge of the subject didactically and in a reflective manner in accordance with current national curricula for primary school and be able to evaluate their own teaching critically

- be able to select and use appropriate teaching resources/textbooks

- be able to use digital learning sources and tools in a critical fashion to develop their own knowledge and to use these tools pedagogically in relation to pupils

GENERAL COMPETENCE:
After completing the course module the students are to:

- be able to teach relevant subject matter and communicate in English in a fashion appropriate for the target group

- be able to reflect over their own learning and practice with regard to ethical values and the responsibility school has for the personal growth and development of children and young people

- be able to work independently and/or in a team in order to solve problems indentified in connection with pupils' learning and development in relation to the subject of English

- be able to function as active contributors in a disciplinary community and be prepared to use new knowledge and research within the field of English

Content

In the oral part of the module students will learn about different types of oral communication in English, e.g. formal and informal conversations and different kinds of presentations. Special attention will be directed at classroom English for the middle school and lower-secondary levels. In seminars and group sessions students will receive training in presentation techniques and classroom management. In addition, students will be given an introduction to Phonetics and Intonation, concentrating on practical skills. Since it is important to place communication within a cultural context, the course module will also cover examples of modern English literature. The literary syllabus will be the subject of discussion, concentrating on argumentation and problem-solving. An introduction to intercultural communication will also be given, focusing on the concept of intercultural competence. During this discussion, the topic of English as a global language will also be covered.

In the written part of the module students will learn about different text strategies and about the writing of longer texts. Keywords here are cohesion, paragraphing, genre, rhetoric and style. Students will also be given an introduction to language structures, including grammatical terminology and syntactic analysis. The focus here will also be on language learning from a second-language perspective. In addition, the course module will comprise an introduction explaining how one should find, evaluate, use and document sources; part of this topic will be covered through instruction in the library.

Students will be introduced to the foundation for The Knowledge Promotion's main subject areas: language learning and communication in English for middle school and lower-secondary. Furthermore, there will be an emphasis on making students aware of learning strategies and learning environments through different assignments and ways of organizing class work. Central factors here are knowledge about planning, justifying , carrying out and evaluating English teaching in accordance with the goals of the National curriculum. Through a combination of theory and practice the teacher's roles as language model, supervisor and facilitator for pupils in the middle school and lower-secondary levels will be in focus. The job of developing the pupils' basic skills further will also be central. Furthermore, students will be given an introduction to working with different types of learning materials and learning arenas, e.g. pedagogical work with digital media/tools.

Forms of teaching and learning

Instruction will be given in lectures, seminars and group sessions, as well as in the language laboratory. A digital learning platform will be used to exchange information, hand in assignments, and for feedback.

Practical training/internship

Work placement:

Work placement is an integral part of the course module and is carried out in close cooperation with the student, the teaching mentor and the course teachers. The students are to have a 10-15 day placement in school (depending on how much practice they have had / will be having during the entire course of their study program).

Coursework requirements - conditions for taking the exam

• An oral presentation held within a set deadline
• Library instruction
• Obligatory attendance in didactics classes (minimum 80% attendance)

The coursework requirements must be approved before the student can take the final examination.

Examination

Students are examined individually; the examination comprises two components:

- A Portfolio examination. The portfolio will comprise three texts, one of which must be a reflective assignment on a didactic theme connected to the student's work placement.

- An oral examination lasting approximately 25 minutes. No outside sources may be taken along and used during the examination.

The oral examination can be used to adjust the final grade by two grades either up or down.

The oral examination will be assessed by at least two examiners; either one external and one internal or two internal.

Both the oral examination and the portfolio examination must be passed before the candidate can be given a final grade for the course module.

Grades are given on a scale from A-F where A is the best grade, E is the lowest passing grade and F is a failing grade.

Literature

• Blå, B. Hope (red.) (2009): Grunnleggende ferdigheter i engelsk og fremmedspråk, Fokus på språk nr 15, Fremmedspråksenteret
• Bøhn, H. m.fl. (2010). Fagdidaktikk. Kompendium.  (Available in the college bookstore)
• Bøhn, H. m.fl. (2010). Language and Communication. Kompendium. (Available in the college bookstore)
• Drew, I. & Sørheim, B. (2009). English Teaching Strategies: Methods for English Teachers of 10 to 16-year-olds.
• Dypedahl, M., H. Hasselgård, B. Løken. (2006) Introducing English Grammar. Fagbokforlaget
• Fremmedspråksenteret (2008). IKT i språk - en veiledning for lærere.   http://www.fremmedspraksenteret.no/ikt-veiledning
• Griffith, K. (2002) Writing Essays about Literature: A Guide and Style Sheet. (6th ed.). Harcourt Brace.
• Gibaldi, J. (2003). MLA Handbook for Writers of Research Papers.
• Haddon, M. (2004). The Curious Incident of the Dog in the Night Time. Vintage.
• Kunnskapsløftet (2006): Læreplaner for gjennomgående fag i grunnskolen og videregående opplæring, Utdannings- og forskningsdepartementet.
• Nilsen, T. S. & Rugesæter, K. (2008). Basic English Phonetics for Teachers. Kunnskapsforlaget.
• Material which is handed out in connection with teaching and/or published on the digital learning platform Fronter.    
• Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.

All students must also have access to an English-English dictionary, for example Collins Cobuild Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary or another dictionary aimed at users who are not native speakers of English (Learner's dictionaries).

For reference and supplementary reading:

• Bækken, B. (2006). English Grammar: An Introduction for Students of English as a Foreign Language. Fagbokforlaget.
• Harmer, J. (2007). How to Teach English. Pearson Language Teaching
• Jones, D. (2006). English Pronouncing Dictionary. (16^th ed.). Cambridge UP