English 1 - Teaching Methodology for Young Learners (1-7) (MGL1033)

Content

The English language plays an important role in Norwegian society. The aim of this course is to educate creative and motivated English language teachers and to ensure that the students become confident in their abilities to draw on both theory and practice and to respond to the society’s needs.

The course aims to provide a foundation for students to build their knowledge and confidence as language teachers. Language teaching involves making informed choices about appropriate teaching methods and approaches based on what is taught and what the learners need. This also includes taking into consideration national and international policy documents, such as English subject curricula, when planning lessons. This course aims to prepare students for a future as English language teachers by introducing overarching principles for teaching an L2 (second/foreign/additional language), theories related to acquiring an L2, current relevant policy documents, and various skills involved in learning and using an L2. It also involves critically exploring various materials that are used to teach L2 English, as well as developing and testing new materials.

This course offers an opportunity of a two-week study trip to the Norwegian study centre at the University of York, UK, which offers courses tailored for future English teachers from Norway. Although MGL 1-7 students can gain formal competence to teach English in primary school with the courses in the Spring (English 1), students are strongly encouraged to continue on to complete the autumn semester (English 2), and possibly the English courses at the MA level. Experience shows that the increase in fluency and a feeling of security that these extra courses bring is invaluable for the students. There are also opportunities for students to take their second semester (English 2) with excellent partner universities abroad.

Learning outcome

Knowledge

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

• How teacher beliefs can affect their decision making and the roles they play in the classroom
• How young learners acquire their L1 (mother tongue) and L2 (second/foreign/additional language) based on current theories, as well as how the L1 can support L2 development
• How young learners differ in their language learning strategies and abilities in English and the role that focused observation can have in understanding their needs
• The various sections of the current English subject curriculum for schools and its connection to the Council of Europe's Framework of Reference for Foreign Languages and documents such as the European language portfolio
• A variety of approaches, materials (both traditional and digital) and activities, and strategies which can be used to create an inclusive, motivating and creative language classroom for all their learners
• A variety of methods for feedback and assessment, including self- and peer-assessment

Skills

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

• Take on a number of different roles according to the nature of the lesson aim and the background experiences of the learners
• Be able to develop an inclusive learning environment for all their learners in the English classroom
• Use the current curriculum, the Council of Europe's Framework of Reference for Foreign Languages and the European language portfolio as the basis for developing learning aims and lesson plans
• Use and reflect on a variety of teaching methods, planning techniques, strategies and assessment procedures which are grounded in current theories and practices to develop a creative and motivating language learning environment
• Utilise a wide variety of resources, both traditional and digital, in order to offer all their learners a variety of activities to support the development of communication skills, basic skills, knowledge of the English language whilst supporting learners' autonomous development

General competencies

The student:

• Can communicate in English at the level B2 or above, suitable for both university and teaching practice classes
• Can reflect on their own learning in order to chart their own development and progress
• Can show and practically apply an understanding of the professional ethics and responsibilities for the individual learners' development that being a language teacher entails
• Can evaluate teaching practice in an informed way and suggest changes and improvements regarding their own and their colleagues’ teaching
• Can work independently or together with a group to identify the challenges and offer possible solutions to create a good learning environment for all learners

Required prerequisite knowledge

Recommended prerequisites

Exam

Coursework requirements

1. Students need to complete 2/3rds and/or pass their teaching practice (3 weeks) in order to be eligible to take the exam.
2. 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 in class. 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.
3. A weekly diary log (500-1000 words), in which the student reflects on the topics introduced each week. These diary logs will be written and posted, as well as assessed (Pass/Fail), using Canvas during the semester. The diary logs will focus on the connection between theories and ideas presented at the university and the practice experience - principles into practice. The student must be awarded a passing grade in order to be eligible to take the exam.

Students who have one or more assignments not approved at first submission, will be given one more submission opportunity for a new and improved version.

Course teacher(s)

Course coordinator:

Course teacher:

Course teacher:

Study Program Director:

Study Adviser:

Placement coordinator:

Method of work

This course will utilise a combination of lectures, seminars, discussions and demonstrations. The aim of this course is to give all students a good grounding in the principles and practices of English language teaching and learning. The course syllabus and lectures are in English. This means that it is important that the students engage with the material, such as weekly course reading. This will help the students immerse themselves in the language, as well as ensure that they become familiar with the terminology and topics relevant for the course.

Suggested division of work:

Lectures & preparation for lectures: 67hrs + 50hrs = 117hrs

Research lesson project + presentation: 30hrs

Logs and other written work: 32hrs

School practice, 15days: 135hrs

Self-study: 96hrs

Total: 410hrs

Practice

The practice period is 15 days.

Students who have completed their practice must request opportunities to visit a school in order to undertake their research assignment.

Course assessment

Literature