English Linguistics for Teachers for grades 1.-7. (MGL1032)

Content

English Linguistics for Teachers focuses on several broad topics within the field of English phonetics and phonology and grammar, and adopts a practical, second language classroom-focused approach to these topics. In terms of phonology, the central course components include consonant and vowel production in the two model accents (Received Pronunciation and General American) and suprasegmental features: stress, rhythm and intonation. In addition, a significant aspect is work on phonemic transcription, which is used as an awareness raising and learning tool. When it comes to grammar, the course focuses on word classes and phrases, various clause/sentence types and sentence elements. Special attention will be devoted to the areas of English grammar and usage that may prove challenging for Norwegian learners of English and to the practical classroom activities through which these areas can be addressed with young learners in grades 1-10. Due to the relevance of the concepts introduced during the course for the students' overall communicative competence, throughout the course attention will be given to the students' ability to apply the theoretical knowledge to improve their own language competence and their English teaching skills.

Learning outcome

Knowledge

At the end of the course, the student will have a basic knowledge of:

• The English sound system, with a focus on similarities and differences between English and Norwegian consonants and vowels
• The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
• The main functions and uses of English intonation
• The grammatical structure of the English language
• The major points of difficulty in English grammar and usage for Norwegian learners of English
• The pedagogical principles of and practical activities for working on pronunciation- and grammar-related learning aims with learners in grades 1-10

Skills

At the end of the course the students should be able to:

• Explain how English sounds are articulated and discuss the main functions of intonation in English
• Distinguish between British and American English accents and describe the main differences between them (based on the model accents Received Pronunciation and General American)
• Explain the major points of difficulty in English phonology for Norwegian learners of English
• Describe and explain English grammar and usage for Norwegian learners of English
• Apply their knowledge of English phonology and grammar to the English classroom and provide differentiated instruction, including using digital and other tools to foster pupils' learning
• Be a good role model for the pupils, using oral and written English confidently and functionally and adapting language use to the target group in different situations

General competencies

The student:

• Can use oral and written English confidently and functionally
• Can apply their knowledge of English phonology and grammar to further develop their own language competence

Required prerequisite knowledge

None

Recommended prerequisites

The students taking the course should have reached the CEFR B2 level in English speaking and writing, and C1 level in listening and reading.

Exam

Coursework requirements

Obligatory assignment 1, Obligatory assignment 2, Course assignments for seminars, 70% attendance

1. Obligatory assignment 1 related to phonetics and phonology.

2. Obligatory assignment 2 and an oral presentation within grammar.

3. English is a communicative and dynamic subject that is best learned in an environment which encourages socio-constructive learning. Together with the course instructors, students will discuss and critically evaluate all subject areas. Many practical activities that students might use in their own classrooms will also be demonstrated and discussed. These discussions are not only important for understanding and learning the subject matter and for supporting self study, but also for the development of the students' own language abilities. Equally importantly, regular attendance and group activities in class create opportunities for improving the class environment and providing social support in addition to academic support. It is therefore assumed that students will make every effort to attend all lectures and seminars. If, however, they are unable to attend, a minimum of 70% attendance will be required for eligibility to take the exam. Students may be asked to cover any topics missed by completing additional course work requirements.

Course teacher(s)

Course coordinator:

Milica Savic

Course teacher:

Ingeborg Vangsnes

Course teacher:

Nina Lazarevic

Study Program Director:

Ingeborg Knævelsrud

Study Adviser:

Ida Margrethe Eikaas

Placement coordinator:

Karen Elizabeth Gilje Woie

Placement coordinator:

Kitty Marie Garborg

Method of work

This course will utilize a combination of lectures, seminars and workshops. Varied teaching approaches will be employed, including, for example, experiential learning, cooperative learning and flipped classroom. Much of the course content is not age specific and for that reason most topics will be presented to both groups at the same time. However, some of these topics may be contextualized and discussed in separate MGL1-7 & MGL 5-10 groups. In addition, students are expected to work on individual and group assignments in study groups.

Suggested distribution of work hours:

Lectures & preparation for lectures: 88hrs + 88hrs = 176hrs (8+8 hoursweekly during teaching weeks) Self-study: 140hrs (during teaching and non-teaching weeks depending on individual needs and preferences)

Obligatory assignments: 80 hrs

Oral exam: 1 hr

Written exam: 4 hrs

Total: 401 hrs

Practice

The practice period is 15 days.

Open for

Exchange Students at Faculty of Arts and Education

Course assessment

There must be an early dialogue between the course supervisor, the student union representative and the students. The purpose is feedback from the students for changes and adjustments in the course for the current semester.In addition, a digital course evaluation must be carried out at least every three years. Its purpose is to gather the students experiences with the course.

Literature