EN-159 English Language, Literature, Culture and Didactics in Context (Autumn 2020)

Knowledge: The student

• has knowledge of the central documents and resources pertaining to English as a school subject
• has knowledge about how children and young people learn languages in grades 5-10
• has extensive knowledge about multilingualism as a resource in the classroom
• has knowledge about English as a lingua franca and what this means for the development of linguistic, communicative, and intercultural competences
• has detailed knowledge about English vocabulary and grammar as well as about the structure of English both oral and written. The student can apply this knowledge in instructional situations
• is familiar with a wide range of songs, rhymes, literature, films and other forms of cultural expression that can be used in the 5-10 classroom
• has expanded knowledge about life and culture in English speaking countries with an emphasis upon texts for children and young people, as well as insight into how these texts can be used to teach the English language
• has expanded knowledge about fundamental language competences, learning and development, and processes that enhance these in English, including digital competences

Skills: The student

• can confidently use English both orally and in writing across a number of genres
• can plan, lead, and evaluate differentiated learning activities, both traditional and digital, that encourage in-depth learning as well as the development of fundamental competences
• can use formative evaluation techniques to provide feedback to pupils in the English classroom
• can discuss a large variety of English-language fiction and non-fiction both orally and in writing
• can research and adjust information about contemporary social issues and cultural topics for use in teaching, including information necessary for use in cross-disciplinary projects in grades 5-10
• can locate, understand, refer to, and reflect upon subject-appropriate published research and can write research-based academic texts

General competence: The student

• can reflect upon their own learning and praxis experiences with reference to their formal instruction, their ethical values, and the school’s responsibility towards their pupils’ development
• can teach the relevant educational materials and communicate in English in an appropriate manner to pupils in grades 5-10
• can work independently and with others to evaluate pupils’ abilities and to adjust the instructional methods in order to promote the pupil’s learning and development
• can maintain and develop their own linguistic, literary, cultural, and didactic competences and contribute to innovation in the school subject

The course consists of three parts, of which the written thesis is 1/3, language and didactics is 1/3, and literature, culture, and didactics is the final 1/3. The thesis is an independent, research-based written text where the student formulates a thesis statement or research question based upon a chosen topic. The topic should be closely related to the practice of teaching. The thesis should present a holistic evaluation of and reflection over a central issue in teaching. Section 2 covers language and didactics and provides insight into communicative language competence, both written and oral, as well as formal knowledge of the structure of English. Section 3 focuses upon culture, literature, and didactics and introduces students to the practice of analysing and evaluating texts from different genres and teaching these texts to students. This section encourages students to explore their own experiences with literature through, for example, the production of their own literary or multimedia texts. Section 3 also provides insight into social conditions both contemporary and historical, in the English-speaking world. The course as a whole provides students with experience using innovative teaching techniques and increased insight into the choice of texts and learning resources for the classroom.

The subject in the practice period

The instruction focuses on preparing the student to go out in prectice, and assists the student in planning and conducting taught units, as well as evaluating these units after they are conducted. The student must expect to be able to reflect over their own role as an English teacher during their practice period.