Learning outcome

The subject Norwegian in the General Teacher Education study programme concerns identity, culture, education and our relationship to the past and present. It will enable candidates to view themselves in a larger, multi-cultural context. An important focus for Norwegian teachers in the lower secondary school focus is to further develop the reading, oral and written skills in Norwegian of the 11-16 year olds.

After successfully completing the course, the candidate will have achieved the following learning outcomes:

Knowledge:

The candidate can give an account of:

- The characteristics of oral, written and multimodal texts, including fictional and factual texts in different genres and texts from older and newer media

- The key and relevant literary theory and literary-didactic concepts and perspectives

- Children’s literature in different genres, and can explain how this literature has evolved over time

- Central features of children's literature and recent adult literature

- Central drama-theoretical concepts

Skills

The candidate can:

- Use rhetorical skills in working with oral and written texts, and is able to facilitate pupils’ developing varied oral language skills

- Give an account of various narrative techniques, and is able to present a range of subject material orally

- Facilitate pupils’ reading of a broad selection of literature, including non-fictional texts in traditional and modern media, so they develop their interest in reading and adopt good reading strategies

- Analyse, interpret and evaluate texts and present literary and literary theoretical insights in diverse ways

- Discuss literature and adapt the form and content of the discussion with regard to pupils’ gender, age, knowledge and cultural background

- 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 of Norwegian based on different criteria and in terms of learning outcomes for pupils

- Use technology-based tools when teaching Norwegian, and create and evaluate digital multimodal texts

- Use “drama as a method” when teaching Norwegian, and dramatise texts from different genres

General competence

The candidate is able to:

- Work with language and texts in the multicultural classroom, develop pupils’ language and cultural understanding of the pupils and supervise their work

- Express himself/herself clearly and confidently, orally and in both written language forms of Norwegian

- Use knowledge of the subject for critical and constructive reflection, and for evaluating the subject of Norwegian and his/her own practice as a teacher of Norwegian

- Reflect on the subject of Norwegian on the basis of research and in relation to the history of the subject; view the subject in a larger educational perspective; and contribute to the development of local curricula in the subject

- Plan, implement and evaluate Norwegian teaching at different levels for Years 5 - 10, and use a range of assessment methods

Course Description

Literature Didactics and Rhetoric is the title of the second Norwegian course in the study programme GLU 5-10 (General Teacher Education for Years 5-10). In this course 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. They 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 the first two courses in Norwegian in the study programme is the emphasis on oral and written skills in both written language forms of Norwegian. Students will also become aware of the challenges and opportunities of teaching in a multicultural classroom. Above all, they will develop an independent and professional reflective attitude towards the subject Norwegian, in which pupils’ learning is central.

Teaching and Learning Methods

The teaching and learning methods are varied and include: joint lectures, seminars, supervision in groups, writing groups, short courses, Fronter and the use of portfolios. Students will work on course assignments in relation to the period of teaching practice, and they will also be involved in activities working across disciplines. The course also places a strong emphasis on developing the writing skills of the students.

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.

Assessment Methods

Individual oral examination of 30 minutes duration.

The examination will be graded on a scale from A to F, where A represents the highest grade and E the lowest passing grade.

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