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:

- Discuss how pupils in the lower secondary school can be motivated to read and further develop their reading comprehension and strategies, both pupils who have Norwegian as their first language and Norwegian as their second language

- Give an account of and be able to use different theoretical perspectives and approaches when interpreting and understanding literature

- Give an account of nonfictional texts, essays and seminal works in Norwegian literature and theories concerning multi modal texts

- Give an account of oral and written genres of traditional and contemporary media, and be able to discuss how pupils in years 5-10 develop knowledge of these and use them in their own writing

- Give an account of what happens when a text is transferred from one medium to another (adaptation)

Skills

The candidate:

- Can initiate, supervise, and evaluate oral, written and multi modal pupils’ texts and justify grades given when assessing pupils’ work

- Supervise pupils in various forms of oral and written argumentation

- Read, analyze, interpret and evaluate traditional and multi modal texts; and be able to view them in a historical context and place them in a larger cultural and public context

General competence

The candidate is able to:

- Work with language and texts in the multicultural classroom, develop pupils’ language and cultural understanding and guide them in 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

Linguistic or Literary Specialisation is the title of the fourth module of the Norwegian subject in the GLU 5-10 study programme (General Teacher Education for Years 5-10). This module further explores the topics that have been examined in the previous modules. Students will examine the theoretical aspects of literature and discuss the use of traditional literature in schools, and also examine the topic related to young people’s reading. The course will also focus on the adaptation of literature to other media. Module 4 will also focus on the history of the subject Norwegian, and gain a deeper understanding of language-didactics.

In addition to the common topics in the module, students will choose either linguistic or literary specialisation that includes a self-chosen specialisation curriculum.

Common to the third and fourth modules is the focus on language and texts in the past and present. The module 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

The teaching is characterised by the use of seminars; students will contribute and discuss each other’s work; all the students are expected to participate in discussions. The course also includes lectures, work on exercises and writing papers. It also places a strong emphasis on developing the writing skills of 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

The assessment includes an individual written home examination and an individual oral examination.

The home examination is of five days duration, and it may have a linguistic or a literary subject, depending on which specialization the student has chosen. The syllabus for this examination is chosen by the student. The syllabus must be approved by the subject teachers (see the semester plan for requirements and deadlines). The student is free to use either Norwegian Bokmål or Nynork in the examination. The examination will be assessed on a scale A to F, where A represents the highest grade and E the lowest passing grade.

The oral examination is of 30 minutes duration. The syllabus for this examination is as stated in the joint reading list for the course. The oral examination will be assessed using the scale A-F.

The student will receive a single final grade for the course. The two parts of the examination counts for 50% each of the final grade.

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