Learning outcome

Main course aims: Upon completing Norwegian (years 5-10) the student will:

• Be able to work with texts and language in a multicultural classroom, and learn how to develop the pupils’ understanding of language and culture, and guide them in their work.
• Be a confident user of oral Norwegian and competent in the two written forms of Norwegian, Nynorsk and Bokmål.
• Be able to use professional knowledge for critical and constructive reflection, and assess the subject Norwegian and his/her practical training as a Norwegian teacher.
• Have insight into the subject Norwegian based on research and in relation to the history of the subject, and are able to view the subject in a larger educational perspective, as well as contribute to the development of local curricula in the subject.
• Be able to plan, implement and evaluate Norwegian teaching at various stages from years 5 to 10, and use a range of assessment methods in the subject.

After completing module 2 “Literature Didactics and Rhetoric”, the student will have acquired knowledge, skills and general competence as specified below. The student will be able to:

• Use rhetorical skills in working with oral and written texts and be able to facilitate pupils’ varied oral language.
• Give an account of the various narrative techniques and be able to present different subject material orally.
• Give an account of the characteristics of oral, written and complex texts: fiction and non-fiction texts in different genres and texts from older and more recent media.
• Evaluate important and relevant literary theory and literary-didactic concepts and perspectives.
• Give an account of literature for adolescents in different genres and explain how this literature has evolved.
• Give an account of the central features of children's literature and recent adult literature.
• Facilitate pupils’ reading of a broad selection of literature, including non-fiction texts in traditional and modern media, so they develop interest in reading and adopt good reading strategies.
• Analyse, interpret and evaluate texts and be able to present literary and literary-theoretical insights in a variety of ways.
• Discuss literature and adapt the form and content of the discussion with regard to gender, age, knowledge and cultural background of the pupils.
• Use varied aesthetic approaches to improve pupils’ literary understanding and enjoyment, and to enhance their aesthetic understanding.
• Evaluate various types of teaching tools for the subject Norwegian based on different criteria and in terms of learning outcomes for pupils.
• Use various digital tools when teaching Norwegian, and create and evaluate digital complex texts.
• Use “drama as a method” when teaching Norwegian.
• Give an account of the central drama-theoretical concepts and dramatise texts from different genres.
  

Course Description

The course in Norwegian will focus on the further development of pupils’ reading and writing skills in years 5 to 10.

In module 1, students will develop their knowledge of the Norwegian language and the development of linguistic skills, and learn how to use this knowledge in teaching reading and writing.

In module 2 oral skills and rhetoric are important topics. Students will acquire knowledge of children’s literature for various age groups, and different genres and media; they will also acquire theoretical and didactic knowledge related to these types of texts. Students will practice their ability to analyse and interpret texts; they will also learn how to stimulate interest in literature and facilitate working with literature and oral language in the classroom.

Common to both modules is the emphasis on oral and written skills in both Norwegian language variants. Students should also recognise the challenges and opportunities of working in a multicultural classroom. Above all, students will develop an independent and professional reflective attitude towards the subject Norwegian, in which pupils’ learning is central.

The course uses research; for instance, by using research-based knowledge. In addition, students will apply theoretical and methodological principles when writing their assignments. The course in Norwegian is a text-based subject; consequently, students will also receive an introduction to the basic theory of interpretation (hermeneutics).

Teaching and Learning Methods

In the General Teacher Education 5-10 study programme, the subject Norwegian comprises 60 ECTS. Norwegian is divided into four modules of 15 ECTS each. The content of the four modules is related.

Module 2, 15 ECTS – Literature Didactics and Rhetoric.

The teaching and learning methods are varied and include: joint lectures, seminars, tutoring in groups, writing groups, short courses, use of the online instruction system Fronter and individual supervision, for instance, in the form of learning dialogues. The learning dialogue (between the subject teacher, teaching practice mentor and student) will encourage the student’s awareness of what he/she has learned and needs to learn in order to become a good Norwegian teacher; it will focus on the student’s progress related to the set objectives of the subject.

The semester plan will be handed out at the beginning of each semester; the semester plan is a binding document that specifies the content of the course, mandatory requirements and information concerning the practical implementation of the course.

Some of the lectures will require mandatory attendance – information will be given in the semester plans.

In the subject Norwegian, it is important that students practice writing. The texts they write in various genres will be collected in a work portfolio, which will contain all the work which he/she has completed during the module: small, large, unfinished as well as reviewed texts. Some of these texts will be assessed by the subject teacher, while others will be assessed by fellow students. The aim of the work portfolio is to enable students to revise their texts over a period of time. Consequently, there will be no need for the subject teacher to supervise all the portfolio work leading up to the ‘finished’ texts, and the completion of final texts is the responsibility of the individual students. However, the course requires that the texts should be of such a standard that the portfolio is approved by the subject teacher.

During the academic year students will also be given a number of assignments related to the teaching practice, and they will participate in interdisciplinary activities.

Assessment Methods

The course includes continuous and final assessment.

Continuous assessment: feedback on oral and written work.

Final assessment will be given in each of the modules.

Final assessment (module 2): An individual oral examination will be assessed with a graded mark.

Minor adjustments may occur during the academic year, subject to the decision of the Dean