Norwegian 2 (5-10): Literacy, Language and Literature

Norwegian 2 is a continuation of Norwegian 1 and covers the teaching of Norwegian for the grades 5-10 with emphasis on the grades 7-10. The course provides historical background and more extensive knowledge about key linguistic and literary topics, a deeper insight into teaching Norwegian, and a more effective academic basis for working on assessment that promotes learning and adapted Norwegian education for all pupils. Through work on language and texts the students are invited to further develop their own language skills and their own textual competence and dissemination skills. Instruction in scientific methodology is integrated in course work related to individual written assignments. The course is split into two main areas of interest connected to the broad categories of (1) literacy, language and language (mother tongue) didactics and (2) literacy, literature and teaching literature (literature didactics).

Main area 1

Main area 1 focuses on Norwegian language (system and use), Norwegian as a second language, Norwegian (spoken) language variation, neighbouring languages and Sami languages. A central area of interest involves the active use of knowledge of language and text in counselling pupils’ development of their skills in reading, writing, and speaking.

Main area 2

Main area 2 focuses on theoretical, historical, and literary-didactic knowledge about and approaches to literature (fiction and non-fiction) in different genres and media. Texts from film, theatre, and other media are studied within the framework of Norwegian teaching and learning, as they relate to Norwegian as a school subject.

The course is divided into two equally large main areas. The learning outcome formulations under general competence are reflects both main areas.

Learning outcome for main area 1: Literacy, language and language didactics:

KNOWLEDGE 

The student 

• has extensive knowledge of language variation and Norwegian as a first and second language
• has knowledge of language history and processes of language change through history, and the applicable standardisation of Nynorsk and Bokmål
• has knowledge of Sami languages, national minority languages, and neighbouring languages
• is familiar with common characteristics of the linguistic practices of young people
• has broad knowledge of didactic approaches to literature and knowledge of different perspectives from literary theory
• has broad knowledge of how to develop the pupils' basic skills in reading and writing, as well as their oral language skills through work with language and communication
• has knowledge of relevant Norwegian didactic research

SKILLS

The student

• is capable of using knowledge of grammar and language, texts and literature in analyses of oral, written and multimodal texts in different genres and media, including pupils' texts
• is capable of providing adapted education to minority pupils with varying skills in oral and written Norwegian
• is capable of using knowledge of plurality of language and culture as a resource in teaching Norwegian is capable of using relevant methods and new technology in ways that promote cooperation and academic progress in further reading, writing and oral skills education for the grades 5–10
• can assess different aspects of language didactics and linguistic diversity and substantiate the assessment

Learning outcome for main area 2: literacy, literature and teaching literature (literature didactics): 

KNOWLEDGE

The student 

• has knowledge of literary history, and broad knowledge of fiction from different literary periods, especially literature written both for young adult and adult readers.
• has knowledge of Sami literature and culture.
• has knowledge of different perspectives from literary theory and broad knowledge of didactic approaches to literature, particularly for the grades 7–10.
• has broad knowledge of how to develop the pupils' basic skills in reading and writing as well as their oral language skills through work with text and literature.
• has broad knowledge of how boys and girls in the grades 7–10
• can be motivated for reading and develop their reading comprehension
• has knowledge of relevant Norwegian didactic research

SKILLS

The student

• is capable of utilizing knowledge of literature and text in analysing written, oral, and multimodal texts, including pupils’ texts.
• is capable of facilitating varied work on fiction and non-fiction texts in traditional and new media
• is capable of planning, implementing, and assessing work with fiction and non-fiction texts from different perspectives and for different purposes
• is capable of facilitating pupils in years 7–10 learning to read, write, and discuss non-fiction and fiction texts in different genres and media
• can assess oral language and writing skills and give feedback that promotes learning to all pupils, with an emphasis on the grades 7–10
• ​can assess different aspects of work on literature and literacy, and substantiate the assessment Learning outcome for both main area 1 and 2

GENERAL COMPETENCE

The student

• has insight into the history of the school subject as a language, cultural, literary, and general education subject
• is capable of disseminating subject matter on language, literature, texts, and media in relevant forms of expression
• is familiar with Norwegian didactic research and development work and is capable of discussing research ethical issues
• is capable of planning, carrying, out and assessing subject-based and interdisciplinary development work for years 5–10 in cooperation with others
• is capable of writing academic texts in Nynorsk and Bokmål

Students will encounter varied methods and both formative and summative assessment practices. The course is mostly taught in moduls where a major topic is studied over time, resulting in a concluding assignment. The course demands a great degree of self-study. Active work with the curriculum is required through self-study as well as working in groups and with the learning platform. Students are expected to communicate actively in different written and oral fora with their professors and their fellow students throughout the course. It is also expected of the students that they are active users of the library and come well prepared for teaching sessions.