Norwegian 15FPNO

Course Objectives

Through an investigation of language, textual and cultural theories, students will acquire knowledge of, and insight into:

  • How culture and cultural heritage are disseminated by the subject, Norwegian
  • Children’s own culture
  • Text comprehension, with focus on an expanded definition of the concept ‘text’, where texts may be understood as including written texts, sounds and images
  • Various types of fiction and media-texts for children and about children, and be able to evaluate the quality of such texts
  • Development of children’s language and how they develop language in social interactions with other children and adults
  • The relationship between spoken and written language, to be able to help children develop a solid basis for learning to read and write in school
  • How to create an effective environment in day-care centres that stimulates reading and writing skills
  • How to plan effective theoretical and methodical teaching of reading and writing skills.
  • Multilingualism, ability to adapt teaching situations and assist in optimal development for children from different linguistic and cultural backgrounds.

Through practical work with the Norwegian language, and during teaching practice in a day-care centre, students gain experience of:

  • How to use texts effectively
  • How to create a diverse language environment in the day-care centre, by allowing the child to be linguistically and culturally active
  • How to be a good communicator and listener, when cooperating with children and adults
  • How to improve one’s own oral and written Norwegian language skills, in both forms of the Norwegian language (Bokmål and Nynorsk).
  • Reflections and discussion related to the role of day-care centres as a disseminator of culture in society.

Norwegian is divided into three major course units: textual studies, theoretical studies and the practical use of language that are closely related. Students need to acquire a theoretical basis in order to be able to interpret and use texts effectively. Skills and insight into the practical use of language follow naturally from the subject matter of the first two major course units. However textual and theoretical studies are the most important elements of the course, considered as a whole.

Textual studies

The concept ‘text’ includes all forms of linguistic expression, from fictional texts to oral presentations, from everyday conversations to the use of images in modern mass media. Literary texts will, however, make up the central part of the study. The selection of texts is represented by the following types of texts:

  • Both older and more recent children’s literature
  • A selection of picture books for children
  • A selection of adult writings on children and youths
  • A selection of factual prose for children
  • Studies of texts from the local, national and international literary traditions, including children’s traditions
  • Studies of texts aimed at the youngest day-care centre children
  • Studies of child-oriented mass-media texts
  • Studies of display texts for children

Theoretical studies

Theoretical study is not a goal in itself, but is aimed at providing an analytical tool that can assist students in their everyday work with language and texts. The course components in this course unit are:

  • Development of spoken language in pre-school children
  • Stimulation of written language skills and preparatory teaching in reading and writing
  • The first steps in reading and writing
  • Language, play and imagination
  • Literary theories, specifically focussed on children’s literature
  • Language and texts as forms of cultural expression, including children’s culture
  • Norwegian as a second language
  • Storytelling and mediation

The practical use of language

Pre-school teachers should acquire communicative competence. Contact with children, parents, colleagues and with administrative authorities is important in the daily work of day-care centres. Students will attain skills relating to:

  • Good written and oral use of language for communicative purposes in the context of the day-care centre and school, and other contexts
  • The practical use of both official Norwegian languages in written communication
  • The practical use of ICT

Course Description

Teaching of Norwegian in pre-schools focuses on language and texts. Language and its development provide pre-school children with a basis for communication, reflection and knowledge. Language is also important for developing one’s self-identity and the feeling of belonging to a cultural community.

The part of the course that deals with texts sheds light on the role teachers have as mediators of texts, including everything from reading fiction to children to giving practical messages to parents. The study of texts will also provide students with insight into children’s thoughts and imaginations.

In today’s information society, children are influenced by various media, and the pre-school teacher should be aware of the impact this has on children’s culture and language.

Pre-school teachers will come in contact with children whose mother tongue is not Norwegian; multilingualism forms an important part of the course.

Students will work with the subject matter to be prepared for work with children in day-care centres and in the first grade of primary schools.

Learning Methods

It is important that students acquire knowledge and skills regarding effective teaching and learning methods whilst simultaneously attaining a reflective attitude towards the pedagogical processes they are engaged in. Part of the organisation of the teaching may be determined through agreement between teachers and students. The teaching and learning methods that may be encountered in the study of the subject of Norwegian include:

  • Individual assignments, both oral and written
  • Group assignments
  • Lectures
  • In-class discussions
  • Self-study
  • Interdisciplinary work and project work is included in the course
  • The course subject is included in the teaching practice placement. The subject teacher is responsible for supervision in subject didactics
  • Some assignments will involve co-operation with the day-care centres where students carry out their teaching practice

The semester plan will provide details of mandatory student work.

Assessment Methods

Students will be continually assessed during and at the end of the course. Assessment takes the form of oral presentation, examinations of basic knowledge in the subject, and various written assignments.

Continuous assessment:

Each student will hold at least one individual oral presentation during the course of the year that will be assessed as pass/fail.

The course includes a writing day, which is mandatory.

Students will prepare at least two texts during the course period, which will be assessed as pass/fail.

Final assessment:

The final assessment at the end of the second term includes an oral examination and an individual, written examination, both of which cover the central aims of the course.

The final grade consists of a combination of marks from the oral examination (60%) and the written examination (40%). Grades A to F will be awarded, where A is the highest and E the lowest passing grade.

Please refer to Telemark University College’s Examination Regulation for further information.

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

Publisert av / forfatter Veslemøy Solberg <>,Elisabeth Hovde Johannesen <>, last modified Ian Hector Harkness - 01/04/2011