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:

- Theories for teaching reading and writing and discuss them, and discuss the various functions of reading and writing in relation to the pupil’s development and learning

- Language as a system and discuss language in use

- Multilingualism, and discuss multilanguage practices and learning Norwegian as a second language

- Sámi and minority languages ​​in the Nordic countries

Skills

The candidate can:

- Evaluate and use relevant methods in teaching reading and writing and handwriting for Years 5 to 10, both for pupils with Norwegian as their first language and those who have it as a second language, as well as for pupils who write in Bokmål and those who write in Nynorsk.

- Compare the Norwegian, Swedish and Danish languages

- Use knowledge of the language and texts in working with analysis, response and assessment of pupils’ oral and written texts in order to promote learning.

- Assess reading and writing skills among pupils; implement appropriate measures to adapt teaching and identify reading and writing difficulties in children.

General competence
The candidate is able to:

- Work with language and texts in the multicultural classroom, develop language and cultural understanding of the pupils and guide pupils 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 one’s own practice as a teacher of Norwegian

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

- Plan, implement and evaluate Norwegian teaching at different levels from Years 5 - 10, and use different assessment methods in the subject

Course Description

“The Second Stage of Learning to Read and Write” is the title of the first Norwegian in the study programme GLU 5-10 (General Teacher Education for Years 5-10). Students will develop knowledge of the language and their language skills, and learn how to use this knowledge in teaching reading and writing. The course focuses on further developing reading and writing skills for pupils in Years 5-10.

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

Written examination, 6 hours; language form: bokmål.

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