Norwegian 2: Languages or Literary Specialisation NOR 504

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 4, “Linguistic or Literary Specialisation”, 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 be motivated to read and develop reading awareness and strategies, both pupils that have Norwegian as a first language and those who have Norwegian as a second language.
  • Give an account of, and be able to use, the various theoretical approaches to understand literature.
  • Give an account of non-fiction texts, essays and the central works of Norwegian literature, and the theories related to reading complex texts.
  • Give an account of oral and written genres of traditional and modern media, and discuss how pupils in years 5 to 10 develop knowledge of these and how they can use them in their own production of texts.
  • Give an account of what happens when a text is transferred from one medium to another (adaptation).
  • Initiate, supervise and evaluate pupils’ oral, written and complex texts’ production in the lower secondary school and explain how this work is assessed.
  • Guide pupils in their work with various forms of oral and written discussions.

Read, analyse, interpret and evaluate traditional and complex texts, and examine them in a historical perspective and place them into a larger cultural and public context.

Course Description

Norwegian 2 focuses on language and texts of the past and present.

Module 4 further explores the topics that have been examined in the previous modules. Students will examine the theoretical aspects of literature and discuss the use of traditional literature in schools, and also examine the topic related to young people’s reading. The course will also focus on the transference of literature to other media (adaptation). Module 4 will also focus on the history of the subject Norwegian, and gain a deeper understanding of language-didactics.

In addition to the common topics in the module, students will choose either linguistic or literary specialisation that includes a self-chosen specialisation curriculum.

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 4, 15 ECTS – Language or Literary Specialisation.

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.

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 4): A home examination and an oral examination.

The home examination extends over five days, and will include either a language or a literary topic, depending on which specialisation the student has chosen. Both examinations will be assessed with a graded mark, counting 50% each.

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

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