Learning outcome

After successfully completing the course, the candidate will have achieved the following learning outcomes defined in terms of knowledge, skills and general competence.

Knowledge:

The candidate has:

- Further knowledge of the nuances of the English sound system, and geographical and social varieties of English

- Further knowledge of the language’s grammatical structure and how vocabulary can be developed

- Insight into English as a world language and the evolution of its role as a lingua franca for people from different countries and cultures and its impact on internationalization in education and employment

- Knowledge of text structure and linguistic features and critical and analytical approaches to literature and other types of texts

- Knowledge of society, history and a rich variety of cultural expression in English speaking countries, including major works in English literature

- Knowledge of the historical development of methods and approaches in the teaching of English

- Knowledge of how oral and written language can be integrated into inspiring and meaningful activities

- Knowledge of reading and writing processes

- Knowledge of how different factors can affect the learning of English

- Understanding of various strategies that can aid pupils in developing their own language learning in a long-term perspective

- Knowledge of varied methods of organizing instruction

- Knowledge of the current curriculum for school as a framework for professional development

Skills

The candidate can:

- Use English confidently; adapt oral and written language in different situations and genres with accuracy, fluency and coherence

- Select and adapt work with texts from English speaking countries for children and adolescents in a varied, challenging and inspiring way

- Use oral activities as a starting point for writing and vice versa

- Stimulate pupils’ awareness of reading and writing processes and how to use these strategically in their own learning

- Facilitate pupils’ production of oral, written and multimodal texts that demonstrate fluency, accuracy and coherence

- Facilitate diverse and differentiated learning activities that promote the development of pupils’ receptive and productive language skills, including the educational use of digital learning tools

- Assist pupils in their choice of learning strategies

- Assess pupils’ achievement of goals with and without grading, and justify the assessment

- Plan, implement and evaluate teaching, taking into account the diversity of the pupil group

- Critically evaluate his/her own practices in relation to the current curriculum in English for primary and lower secondary school

- Work independently on issues in the discipline

General competence

The candidate can:

- Reflect on his/her own learning and practices in relation to ethical values, ​​and the school’s responsibility for the development of children and adolescents in a historical perspective

- Work independently and with others in identifying, analyzing and solving problems related to pupils’ learning and development in English

- Maintain and develop his/her own language skills

Course Description

The curriculum for English is based on national guidelines for primary and lower secondary school teacher education (2010), Years 5-10. It is professionally oriented and provides students with teaching skills in the lower secondary school; it comprises part of the Bachelor’s degree (General Teacher Education, Years 5-10); it may also be included in a future five-year teacher education study programme at Master’s level that will be taught at Telemark University College.

English 2 is based on English 1 and allows for a greater degree of specialization in language teaching and didactics, while the subject provides an introduction to a rich and varied range of texts both in relation to personal and professional growth and for use in teaching in the primary school and lower secondary school. The course provides further knowledge of the English language’s grammatical and phonological structure, while language proficiency, skills using texts and a productive vocabulary are also developed. Further knowledge of the language’s cultural foundation is also focused on. Critical assessment of various aspects of English education for years 5-10 is also emphasised, especially the transition between the year levels. In addition, the course provides further insight into a variety of inspirational activities and ideas aimed at promoting learning. English is also viewed from a historical perspective, with more complex texts in different genres.

English 2 is taught over two semesters with examinations given at the end of the first and second semesters. English 2 (30 ECTS) consists of two courses: ENG 503 (15 ECTS) and ENG 504 (15 ECTS). The two semesters have equal workloads.

Teaching and Learning Methods

The teaching and learning methods include: joint lectures, seminars, group work, presentations and independent study. Students should prepare in advance the topics that are to be covered so they will be able to participate in discussions. It is expected that students prepare the necessary syllabus literature in advance and participate actively in class. Part of the syllabus will be self-chosen, and students must therefore expect a certain amount of independent study.

The same applies to students who follow the online teaching programme. Lectures, seminars, etc. will here be implemented in real-time on-line. Discussion groups will be established and joint documents will be published online together with subject material.

In the subject English the development of oral skills is essential. Parts of the course will therefore be obligatory; these are set out in detail in the semester plan.

Assessment Methods

The semester plan specifies two course requirements. Students must achieve passing grades in these in order to be awarded a passing grade in the course.

Final assessment:

A written portfolio assignment counts for 50% of the final grade.

An individual oral examination counts 50% of the final grade. The examination is based on the course syllabus. Submitted work may also be included in the examination.

The examination will be assessed on a scale from A to F.

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