Norwegian 2: Language and Literature in a Historical Perspective NOR 503

Course Objectives

Main course aims: Upon completing Norwegian (years 5-10) the student will:

  • Be able to work with texts and language in a multicultural classroom, and learn how to develop the pupils’ understanding of language and culture, and guide them in their work.
  • Be a confident user of oral Norwegian and competent in the two written forms of Norwegian, Nynorsk and Bokmål.
  • Be able to use professional knowledge for critical and constructive reflection, and assess the subject Norwegian and his/her practical training as a Norwegian teacher.
  • Have insight into the subject Norwegian based on research and in relation to the history of the subject, and are able to view the subject in a larger educational perspective, as well as contribute to the development of local curricula in the subject.
  • Be able to plan, implement and evaluate Norwegian teaching at various stages from years 5 to 10, and use a range of assessment methods in the subject.

After completing module 3, "Language and Literature in a Historical Perspective", the student will have acquired knowledge, skills and general competence as specified below. The student will be able to:

  • Discuss how lower secondary school pupils can further develop their writing skills, both pupils who have Norwegian as their first language and those who have Norwegian as their second language.
  • Give an account of a variety of dialects in modern Norwegian from a historical and dialectological perspective.
  • Give an account of Norwegian language history after 1800 and the current norms for bokmål and nynorsk.
  • Give an account of adolescents’ use of language.
  • Compare texts written for adolescents and adults with regard to content, form and function.
  • Give an account of the key aspects of Norwegian literature, and discuss the place of various texts in literary history.
  • Use the knowledge of spoken and written language norms in writing instruction.
  • Facilitate and implement the teaching of the pupil’s second-choice form of Norwegian (i.e. Bokmål or Norwegian).
  • Discuss important Norwegian texts, and a selection of Sámi texts (in translation), in a historical context, and in the context of Nordic and international literature.

Course Description

Norwegian 2 focuses on language and texts of the past and present. Module 3 focuses on a historical perspective, and examines both linguistic and literary topics. The language courses are related to both present, and past, e.g. language history, the language of adolescents and didactics for the second-choice form of Norwegian. Students should also read traditional and more recent fiction, essays and non-fiction, and also consider a comparative approach in relation to Nordic and international literature.

The course 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).

Learning Methods

In the General Teacher Education 5-10 study programme, the subject Norwegian comprises 60 ECTS. Norwegian is divided into four modules of 15 ECTS each. The content of the four modules is related.

Module 3, 15 ECTS – Language and Literature from a Historical Perspective.

The teaching and learning methods are varied and include: joint lectures, seminars, tutoring in groups, writing groups, short courses, use of the online instruction system Fronter and individual supervision, 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 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.

Some of the lectures will require mandatory attendance – information will be given in the semester plans.

In the subject Norwegian, it is important that students practice writing. The texts they write in various genres will be collected in a work portfolio, which will contain all the work which he/she has completed during the module: small, large, unfinished as well as reviewed texts. Some of these texts will be assessed by the subject teacher, while others will be assessed by fellow students. The aim of the work portfolio is to enable students to revise their texts over a period of time. Consequently, there will be no need for the subject teacher to supervise all the portfolio work leading up to the ‘finished’ texts and the completion of final texts is the responsibility of the individual students. However, the course requires that the texts should be of such a standard that the portfolio is approved by the subject teacher.

During the academic year students will also be given a number of assignments related to the teaching practice, and they will participate in interdisciplinary activities.

Assessment Methods

The course includes continuous and final assessment.

Continuous assessment: feedback on oral and written work.

Final assessment will be given in each of the modules.

Final assessment (module 3): A presentation portfolio that will be assessed on a pass / fail basis. The portfolio should include an equal number of texts in Nynorsk and Bokmål. Portfolio requirements are specified in the semester plan.

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

Publisert av / forfatter Ian Hector Harkness <> - 12/08/2011