Norwegian 2 (5-10) module 2

This course focuses on two main areas.

A: Language and language didactics

An important part of our cultural heritage is how the Norwegian language and language communities have changed, and the historical perspective gives us a better understanding of today’s Norwegian language communities. At the same time, we know that Norwegian language communities are changing, and the study of our contemporary language communities are equally important to create awareness of language and language phenomena. In today’s classroom, teachers meet students who do not have Norwegian as their first language, and multilingualism and Norwegian as a second language will be central themes in the course. Moreover, the course contains the study of language structure and the role of grammar in education.

B: Literature and literature didactics

This main area focuses on theoretical, historical and didactic approaches to work with fiction and non-fiction in different genres and media. Knowledge of text and literature with an emphasis on the upper primary and lower secondary level is central. The course also considers how the teacher can develop the students’ literary competence and create a motivating reading environment in the classroom.

Knowledge

The candidate

• has knowledge about historical and contemporary linguistic change, language attitudes and language ideologies
• has knowledge about linguistic diversity in Norway, including linguistic variation, minority languages and Saami languages
• has increased knowledge about grammar and grammatical terms
• has knowledge about multilingualism, multilingual practices and Norwegian as a second language
• has knowledge about different literary theoretical perspectives and broad knowledge of literature didactic approaches with an emphasis on the upper primary and lower secondary levels
• has knowledge about literature from different periods with an emphasis on literature for children and youth
• has broad knowledge of how to motivate pupils on the upper primary and lower secondary levels to read and develop their reading comprehension further

Skills

The candidate

• can use knowledge about text and literature to analyze texts, including texts produced by pupils
• can plan, execute and assess diverse types of work on non-fiction and fiction from a variety of perspectives and for different purposes
• can plan for and facilitate upper primary and lower secondary pupils’ reading, writing and discussion of fiction and non-fiction texts
• can evaluate different aspects of work with literature and give grounds for the evaluation
• can evaluate their own didactic choices in grammar teaching
• can use multilingualism as a resource in the Norwegian subject
• can reflect critically on language ideologies
• can evaluate different aspects of language didactics and give grounds for the evaluation

General competence

The candidate

• can analyze and explain linguistic and literary phenomena
• can write subject texts in Nynorsk and Bokmål
• can evaluate the Norwegian subject and give grounds for the evaluation
• can identify needs and appropriate initiatives for academic development work at their own school and/or in their own classroom

Session-based teaching, part-time study.

The teaching between the sessions will consist of video lectures, self-study, and submission of written assignments. The obligatory sessions include lectures, workshops, group work and sharing of experiences. Throughout the course, the students’ own writing, interaction and reflections on the connections between theory and practice experiences are central.