Norwegian 1: Language Development in Children – Teaching Reading and Writing NOR 102

Course Objectives

Norwegian studies concern identity, culture, education and our relationship to the present and past. The course will help students situate themselves in a larger, multicultural setting.

Students will acquire subject skills, understanding and general competence, as specified below:

Modules 1 and 2

Students will be able to:

  • Organise, implement and evaluate teaching in Norwegian language classes at various levels in grades 1-7 in primary schools, and justify their professional choices.
  • Develop independent and professionally reflective attitudes towards the study of the Norwegian language, in which the education of the pupils will be stressed.
  • Develop their own writing skills within an academic and factual prose tradition and be able to describe the relationship between writing and learning.
  • Demonstrate skills in making oral presentations.
  • Assess different types of Norwegian teaching materials based on certain criteria.
  • Facilitate adaptive education at all levels.

Module 2

Students will:

  • Be able to describe theories about how children develop oral and written language.
  • Be able to discuss how language is used and interpreted in various communicative situations.
  • Be able to use various reading and writing strategies and justify why they should be used in teaching.
  • Understand various reading and writing theories with particular emphasis on primary level.
  • Be able to explain various second language learning theories and facilitate training for foreign language pupils.
  • Be able to consider different ways of assessing reading and writing skills; also with regard to second language pupils, and discuss what measures can be implemented.

Course Description

The Norwegian course covers many different topics aimed at pupils in grades 1-7 in primary schools. These topics will in varying degrees be linked to an aesthetic dimension, for example in the form of working with picture books, composite texts, drama activities, drawing and writing arts. Students will gain knowledge of how practical and aesthetic teaching and learning methods can be used in the subject. They will develop a good understanding of the relationship between the subject, didactics and teaching practice.

Module 2 (15 ECTS) - Language Development in Children – Teaching Reading and Writing. This module is taught in the spring semester in the first year.

The module places emphasis on language, grammar, and teaching beginners. Students will gain knowledge about how children develop language and how oral language lays the foundation for acquiring reading and writing skills. Theory of literacy development in children will form an essential part of the module. In this context it is important to emphasize reading training for pupils from language minorities. Furthermore, it is crucial to have knowledge of the methods used in teaching reading and writing as well as having knowledge of different ways of encouraging language learning, such as reading fiction. In addition to the literary approach, we will also read texts focusing on language.

Students will become familiar with pupils first attempts at creating texts and be able to observe their development towards complete texts. Assessing pupils’ texts is a central part of the course. Teaching reading and writing to pupils with Norwegian as a second language requires knowledge of linguistic typology.

Creativity and good language role models are important when teaching beginners. Therefore, elements such as oral storytelling, rhymes, reading aloud and aesthetic approaches, for instance, drama, will also be emphasised in module 2.

The course utilises 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 textual subject; consequently, students will also receive an introduction to the basic theory of interpretation (hermeneutics).

Learning Methods

The course is taught over two semesters with exams after the first and second semesters. The whole course of studies in Norwegian comprises 30 ECTS credits. The workload is similar in each of the two semesters. Modules 1 and 2 are related to each other.

The teaching and learning methods are varied and include: joint lectures, seminars, tutoring in groups, writing groups, short courses, use of Fronter and individual counselling, for instance, in the form of learning dialogues. The learning dialogue (between the subject teacher, teaching practice mentor and student) will encourage the student’s awareness of what he/she has learned and needs to learn in order to become a good Norwegian teacher; it will focus on the student’s progress related to the set objectives of the subject.

The above also applies to students who follow a web-based course. However, lectures in this case will be given in real time online. Workshops on campus and communication between teaching staff and students online will function as important meeting places. Discussion groups with shared documents will be organised, and subject material will be posted. The online course will obviously focus more on the use of digital tools in promoting learning within the academic framework of the subject Norwegian.

In the subject Norwegian, it is important for students to write and produce texts. They will keep their assignments and texts in a digital work portfolio. The aim of the portfolio work is so students will be able to work on their texts revising them over a period of time.

The semester plan will be handed out at the beginning of each semester; 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.

During the academic year students will also be given a number of assignments related to the teaching practice.

Assessment Methods

The course includes continuous and final assessment.

Assessment in module 2 consists of three compulsory stages. These must be passed in order to be registered for the examination and obtain final assessment. The stages are assessed on a pass / fail basis.

Stage 1: Submission of portfolio texts (individual and group texts). Students will receive feedback from the teachers on some of the texts; feedback on other texts will be given by the student’s co-students. The work portfolio must contain a specified number of texts before students will be permitted to take the examination in the first and second semesters (modules 1 and 2). The portfolio should contain an equal number of texts written in Nynorsk and Bokmål.

Stage 2: An interdisciplinary project on the topic “Assessment”. The subject Norwegian will participate in the execution of at least one interdisciplinary or multidisciplinary project. Further criteria will be given in the semester schedule. The project will be linked to teaching practice (module 2).

Stage 3: A knowledge of language test is mandatory. Students will be tested in basic knowledge of language related to topics such as teaching beginners reading and writing, grammar, and analysis of pupils’ texts (module 2). Approved / not approved.

Final assessment after module 2: Written home examination. Further clarification will be given at the start of the semester. This examination will be assessed with a grade on a scale from A to F; the grade will be entered on the diploma.

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

Publisert av / forfatter Ian Hector Harkness <> - 30/06/2011