SFEG511210 English: Language and Communication (5-10) (Autumn 2012)
Facts about the course
- ECTS Credits:
- 15
- Responsible department:
- Faculty of Business, Languages, and Social Sciences
- Course Leader:
- Henrik Bøhn
- Teaching language:
- English
- Duration:
- ½ year
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 Semester.
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 knowledge about the planning, carrying out, evaluation and further development of differentiated teaching schemes in English
- 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
- 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 plan, carry out, evaluate and further develop differentiated teaching schemes in English
- 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 is an integrated part of the course and is carried out in close cooperation with the student, the PEL teacher, the teaching mentor and the course teachers.
For more information: Programplan/Praksisplan for grunnskolelærerutdanning 5.-10. trinn.
Coursework requirements - conditions for taking the exam
- One oral presentation held within a set deadline
- Obligatory attendance in didactics classes (minimum 80% attendance)
The coursework requirements must be approved before the student can take the final examination.
Examination
Individual Portfolio examination and Oral examination
The portfolio will comprise three texts, one of which must be a reflective assignment.
The oral examination lasts about 25 minutes. No aids permitted.
Assessment is on the A-F grading scale, where A is the best mark, E is the lowest pass mark and F means failed. The oral exam is assessed by at least two examiners, either one internal and one external or two internal examiners.
The portfolio will have to be assessed as a pass before the student is allowed to take the oral exam. Both the portfolio and the oral exam will have to be passed.
One final mark is given.
A new assessment means that both parts of the exam must be taken again.
If a complaint is filed about the final result, the written part will be reassessed. In the case of a changed result a new oral exam will be arranged.
Course evaluation
To improve the course, we need the evaluations from the students. The course is evaluated by the students in the middle of the semester and in the end of the semester.
The evaluations from the students are treated by the staff, the head of studies and the committee for programme quality and internationalization.
Literature
- Blå, B. Hope (red.) (2009): Grunnleggende ferdigheter i engelsk og fremmedspråk, Fokus på språk nr 15, Fremmedspråksenteret
- Bøhn, H. m.fl. (2011). Fagdidaktikk. Kompendium. (Available on Fronter)
- Bøhn, H. m.fl. (2011). Language and Communication. Kompendium. (Tilgjengelig i bokhandel, HiØ)
- Drew, I. & Sørheim, B. (2009). English Teaching Strategies: Methods for English Teachers of 10 to 16-year-olds.
- Dypedahl, M., H. Hasselgård, B. Løken. (2012) Introducing English Grammar. Second edition. Fagbokforlaget
- Fremmedspråksenteret (2008). IKT i språk - en veiledning for lærere. http://www.fremmedspraksenteret.no/ikt-veiledning
- 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.
- Aditionally, all course material handed out in class and/or published on the learning platform Fronter.
- Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.
All the students must have access to an English-English dictionary such as Collins Cobuild Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary, or another dictionary designed for non-native users of English.