EN-169 English Language, Literature, Culture and Didactics 1 (Autumn 2026)

Knowledge: The student

• has basic knowledge of the sound system in English, vocabulary, and the grammatical structure of the language, including differences and similarities between English and Norwegian
• has basic knowledge of how children learn languages, with a focus on initial training
• has basic knowledge of vocabulary acquisition and structures in English from sound to text level
• is familiar with songs, rhymes, literature and other cultural expressions that can be used in the teaching of children in grades 1-7
• has knowledge about ways of life and cultural expressions in English-speaking countries with emphasis on texts for children in grades 1-7, as well as insight into language stimulating use of texts in the initial training
• has insight into cultural conventions in the English-speaking world and in Norway and is able to adjust their language to different situations
• has knowledge about basic skills for learning and development and processes that enhance these skills in English
• has knowledge about the National Curriculum, national tests, mapping tools and teaching aids for English as a subject
• is familiar with research and development work relevant for English as a subject in grades 1-7

Skills: The student

• is able to use English confidently and independently orally and in writing, also aimed at beginners, and be a good role model of language use for the pupils
• is able to plan and lead varied and differentiated learning activities, including digital activities, that enhance in-depth learning and development of the basic skills in grades 1-7
• is able to discuss, orally and in writing, a selection of fiction and non-fiction literature relevant for grades 1-7
• is able to assemble and adapt information about social issues and cultural matters suited for teaching in grades 1-7
• is able to identify and explain basic elements of the language's grammatical structure and sound system and help learners overcome difficulties related to these elements
• is able to use digital learning arenas to enhance language learning and teaching English at the initial training and in grades 1-7
• is able to use formative assessment and guide pupils in English learning

General competence: The student

• is able to convey relevant subject matter and communicate in English in a way that is adapted to grades 1-7
• is able to reflect on his/her own learning and teaching practice in the light of fundamental ethical values and the school’s responsibility for the personal development of children and youth
• is able to work independently and together with colleagues to prepare for the pupils’ learning and development
• is able to maintain and develop his/her own linguistic, literary, cultural and didactic competence

The course provides an introduction to the English language, literature, culture, and subject didactics with a special emphasis on beginner education. This includes knowledge of how the English language is structured, including a comparative focus that emphasizes linguistic differences between English and Norwegian (and possibly other languages), which should aid the students in teaching the subject. Furthermore, an understanding of the English language system should provide a practical foundation for the development of the student’s own language and didactic skills in English. On the literature and culture side, the course includes knowledge of children's literature and the use of various texts, including songs, rhymes, and multimodal texts, in primary school, as well as the analysis of fiction and non-fiction texts. Furthermore, the course will provide insight into social conditions and culture, past and present, in the English-speaking world. Broader cultural understanding and tolerance will be pursued both when working with various themes and literary texts. The role of the English teacher in facilitating, adapting, and evaluating teaching plans for active use of the language when working with literature and cultural themes will be central.

The subject in the practice period

The teaching will focus on preparation for the practice period, planning and implementation of teaching plans, and final assessment of the plans.

The course is designed with various teaching forms in larger and smaller groups of students. Student active work forms are emphasized like group work, oral presentations and written assignments, as well as digital work. There is a 70% mandatory attendance requirement in the teaching. A practice period of 20 days is included for students in the teacher education.

The workload is estimated at approximately 400 hours.