en_GB
Hold Ctrl-tasten nede. Trykk på + for å forstørre eller - for å forminske.

MGD1033_1

English 1; English Language, Culture and Literature and teaching methodology, semester 1 - grades 1-7

This is the study programme for 2019/2020. It is subject to change.


Learning outcome

Knowledge
At the end of the course the student will have knowledge of:
  • The reading and writing skills are involved in communicating in a foreign language, together with grammar, and how these skills can be taught in an integrated manner and progression (listening, speaking and interaction, and phonetics are covered in 1032)
  • A variety of methods of feedback and evaluation, including national testing of reading in 5th grade, self-, peer-, and final-assessment.
  • A variety of materials and resources (both traditional and digital), approaches and activities, ways of planning and strategies which can be chosen and adapted to support learning and learner autonomy in a motivating and creative language classroom
  • How observation can support teacher's knowledge and student learning
  • The grammatical structure of the English language
  • The major points of difficulty in English grammar and usage for Norwegian learners of English

Skills
At the end of the course the students should be able to:
  • 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
  • Offer all their learners a variety of activities to support the development of their communication skills, basic skills, and knowledge of the English language
  • Utilize a wide variety of resources both traditional and digital
  • Support learners through use of differentiation and development of learner autonomy
  • Support learners intercultural and multilingual knowledge using stories and storytelling in the classroom
  • Conduct reflective observation of students in an EFL classroom
  • Describe and explain English grammar and usage for Norwegian learners of English
  • Apply their knowledge of English grammar to teaching Norwegian learners of English and providing differentiated instruction
  • 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.

General competencies
The student can:
  • Use relevant subject material and communicate in English at a level which is suitable for both university and teaching practice classes
  • Reflect over their own learning by using the EPOSTL together with their logs so that they can chart their own development and progress
  • Show and practically apply an understanding of the professional ethics and responsibilities for the individual learners development that being a teacher entails
  • Work independently or together with a group to identify the challenges and offer possible solutions to create a good learning environment for all learners
  • Use oral and written English confidently and functionally
  • Apply their knowledge of English grammar to further develop their own language competence
  • Reflect on their own growth as language teachers by using the EPOSTL so that they can chart their own development and progress both as language learners and teachers

Contents

This course builds on last semester's work and gives students the opportunity to deepen their knowledge of English as a school subject and the skills they need to teach it. This course also focuses on English grammar and usage, and aims to give the students a good understanding of English grammar, as well as to provide the students with the principles and practical activities for working on grammar in the English classroom. In addition, there will be some focus on literature and culture. It is expected that students will use every opportunity to practice and to use English throughout the course.
The York study trip will take place in September for two weeks and all students are encouraged to attend.

Required prerequisite knowledge

None.

Exam

Written grammar exam, Classroom observation task and Presentation/recording or in person
Weight Duration Marks Aid
Written grammar exam35/1003 hoursA - F
Classroom observation task 35/100 A - F
Presentation/recording or in person30/100 A - F
Exam
Grammar exam, classroom observation and presentation.
Grammar exam: weight = 35/100 Duration: 3 hours Marks: A-F Aid: None permitted
Classroom observation: weight = 35/100 Marks: A-F
Presentation: recording or in person weight= 30/100 Duration: 15 minutes Marks: A-F
In order to qualify for the oral exam, the attendance requirement must be met, at least 2 of the assignments must have been submitted and passed, and learning logs must have been completed.
All parts must be passed to get a final grade.

Coursework requirements

Mandatory Attendence, Assignments
Coursework requirements
  1. 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. A minimum of 80% attendance will be required for qualification. Students may be asked to cover any topics missed by completing additional course work requirements.
  2. Students will be expected to self-assess and to reflect on their progression in the subject by using the EPOSTL and their digital logbooks. These will be written as follow-up to course days
  3. Each student much submit 4 follow-up assignments to the 4 sessions at the University campus. These will be pass/fail. At least 2 of these must have been submitted and passed in order to qualify for the written exam
  4. Online videos - Instructional videos are available online for grammar. Students are required to watch the videos and complete the follow-up work on Canvas.

Course teacher(s)

Course teacher
Rebecca Anne Charboneau Stuvland
Course coordinator
Spiwe Thandabani Rønning
Programme coordinator
Mona Østerhus

Method of work

This course will utilize a combination of lectures and seminars. The aim of this course is to give the students a good grounding in the principles and practices of the English language and its grammar.
Suggested division of work
Lectures & preparation for lectures: 40hrs + 80hrs = 120hrs
Online videos: 20hrs
Required course work: logs (5hrs); follow-up assignments (50 hrs) = 55hrs
Extended detailed observation: 40hrs
Exam: 3hrs + self-study time
Presentation: 30mins + self-study time
School practice: 10 days: 80hrs*
*total is 4 weeks, but work load is divided between the two semesters
Self-study: 93hrs

Course assessment

Student evaluation of all courses plays a central role in the quality assurance system at UiS. At IGIS this takes place in two ways: through student evaluation at the beginning and at the end of the course. The Faculty of Humanities has responsibility for this and has designed evaluation tools for the purpose.

Literature

Obligatory

Language:
Dypedahl, M., Hasselgård, H., and Løken, B. (2016). Introducing English Grammar.
Swan, M. (Newest edition). Practical English Usage. Oxford.

Didactics: *everyone is expected to have all of these books, regardless of age level teaching
Drew, I. & Sørheim, B. (2016). English teaching strategies. Methods for English teachers of 10 to 16-year-olds. Oslo: Det Norske Samlaget.
Munden, J. (2014). Engelsk på mellomtrinnet. Oslo: Gyldendal forlaget. (grades 5-7)
Munden, J. & Myhre, A. (2013) Twinkle Twinkle. Oslo: Cappelen Damm Akademisk. (grades 1-4)

Additional articles and chapters provided on Canvas or in course compendium, including:
Stuvland, R.A.C. (2017) "Approaching English through exploration, in-depth learning, and curiosity," 35-75, In Bjørshol, S. & Nolet, R. (ed.) Utforsking i alle fag. Cappelen Damm
Akademisk.
Chapters from: Krulatz, A., Dahl, A. & Flgnfeldt, M. (2018). Enacting multilingualism. Cappelen Dam Akademisk.
Chapters from: Bøhn, H. Dypedahl, M. & Myklevold, G. (eds). (2018). Teaching and learning English. Cappelen Damm Akademisk.
Chapters from Fenner, A.-B. & Skulstad, A. S. (eds.). (2018) Teaching English in the 21st Century. Fagbokforlaget.

Literature:
Cole, Babette. Prince Cinders
Silverstein, Shel. Where the sidewalk ends.
Dahl, Roald. Revolting Rhymes
Birketveit, A. and Williams, G. (2012)(eds). Literature in the English Classroom. Theory into Practice. Bergen: Fagbokforlaget.

Recommended didactics and professional development books:
Cameron, L. & McKay, P (2010) Bringing creative teaching into the young learner classroom. Oxford: Oxford University Press.
Bjørshol, S. & Nolet, R. (ed.) Utforsking i alle fag. Cappelen Damm Akademisk.

Additional material handed out in class or posted on Canvas.


This is the study programme for 2019/2020. It is subject to change.

Sist oppdatert: 23.11.2019

History