EN-151 Didactics of English, part 1 (Autumn 2026)

Learning Outcomes

Upon completion of the course, students will have acquired

• knowledge about language learning theories, especially those which have influenced English language didactics in Norwegian schools

• knowledge about learning and teaching strategies conforming to the current curriculum and appropriate for use in the 8-10 classroom

• knowledge about research in language didactics and research methods in the English subject

• knowledge of norms for academic text production

• knowledge of the teaching and learning of English vocabulary, grammar and pronunciation appropriate for the teaching of English in grades 8-10, including differences and similarities between English and other languages

• knowledge of the teaching and learning of modes of cultural expression in English-speaking countries, including history, politics, literature and the arts, appropriate for the teaching of English in grades 8-10.

Skills: The student should be able to

• account for central factors and theories in language learning as they apply to English in Norwegian schools.

• be able to plan, implement, adapt, vary, document and assess the teaching of English in the grades 8-10
• apply relevant research methods related to language, culture, and literature didactics

• critically apply their knowledge of English language didactics in a pedagogical and reflected manner, according to the current curriculum.

• be able to apply knowledge about the National Curriculum for Foreign Languages and the characteristics of English in order to promote good learning processes at level 8-10

General competence: After course completion, the student will be able to

• use their knowledge as a basis for further studies of language didactics and for research and development work in the schools

• apply their knowledge and skills in teaching and the planning and evaluating of teaching in grades 8-10

• reflect upon English as a school subject in an independent and critical manner

The course is a part of the 1-year programme in educational theory and practice which consists of didactics in one or two school subjects, pedagogy and practice.

The course is organised around three main and interconnected areas:

1. The school’s position in society and the place of English as a subject

This area addresses the characteristics of English as a school subject in Norwegian schools, including its historical development, and societal role. The course engages with the current national curriculum and other governing documents and addresses the specific characteristics of English as a subject. Central to this area is analysis and critical reflection on didactic issues and challenges, including interdisciplinary work, curriculum-based expectations, and the role of English in developing pupils’ linguistic, literary and cultural competence in grades 8–10.

2. Pupil knowledge and the role of the teacher

This area focuses on theories of language learning and their influence on English didactics in Norwegian schools. Students will work with central factors affecting language learning; learner diversity, multilingualism, variation in pupils’ linguistic, cultural, and academic backgrounds, and variations in learning style and tempo. Emphasis is placed on the professional role of the English teacher, including classroom management, lesson planning, and the creation of inclusive and supportive learning environments. The area also includes engagement with research in language didactics and research methods in English didactics for grades 8–10 in Norwegian schools and provides a foundation for further studies in language didactics and for research and development work in schools.

3. Teaching and learning

This area addresses language learning theories, learning and teaching strategies, working methods, and the use and evaluation of teaching materials in English education. Students will apply relevant research methods to topics in language, culture, and literature didactics. The course emphasizes didactic reflection and practical rehearsal through the planning, implementation, adaptation, variation, documentation, and assessment of English teaching in grades 8–10, in accordance with the current curriculum.

The teaching will be characterized by a variety of work methods in the form of lectures, seminars, practice and supervision, conversation, reflection, role play, interviews, presentations, planning and practical rehearsal. Practical testing of various teaching methods related to English and the teacher role will also be central.

Apart from the teaching itself, students will be expected to work with various tasks, individually and in groups. A considerable amount of the students¿ learning and development will depend on individual efforts.

The students' actual participation in practical tasks is a necessary part of the teaching. Mandatory attendance will then be required, including the pre-course.

Students who have selected English as the second subject will write an interdisciplinary assignment with English didactics and pedagogy.

Students who have selected English as the first subject will hand in a didactical/ practice related assignment. This will take place before and as a preparation for the practice.

The students will have six weeks of practice, primarily in lower secondary school.

The workload is estimated to about 200 hours.

• Completed and passed practice
• Mandatory attendance (80%)
• Mandatory attendance at the pre-course
• For students with English as the first subject: A didactical /practice related assignment must be assessed as a pass.
• For students with English as the second subject: An interdisciplinary assignment with English didactics and pedagogy must be assessed as a pass.