Norwegian 2, 1-7: Reading, Writing and Orality in different Text Cultures

Norwegian 2 builds on Norwegian 1 and covers Norwegian language instruction for grades 1-7. The course provides historical background and in-depth knowledge of key linguistic and literary topics, as well as deeper insight into subject-specific didactics for early literacy instruction and teaching Norwegian at the primary level. The course offers a stronger academic foundation for working with assessment that promotes learning and for providing differentiated Norwegian instruction to all students. Students will also have the opportunity to further develop their own language skills, textual competence, and communication skills. Through writing a supervised research and development (FoU) assignment, students will explore a specific Norwegian language perspective relevant to grades 1-7. Instruction in scientific methods will be linked to the work on the FoU-assignment. The course is split into two main areas. Main area 1: The students will gain knowledge of literary history and different perspectives within literary theory. Texts from Norwegian fiction and non-fiction will be placed in a historical context, and different types of texts from various media will be studied and evaluated. and they will further their knowledge of oral and written communication. Students will encounter and discuss communication across different media through knowledge of multimodal, hybrid, and digital texts. Main area 2: Students will further develop their knowledge of the Norwegian language as a system, as well as its use(s). This includes topics such as language chance processes, spoken variation, linguistic diversity and multilingualism in the context of Norwegian language education. Students will also enhance their understanding of oral and written communication. Various oral and written genres are explored, and there will be work on analyzing and evaluating student texts from different grade levels. The goal is for students, as future Norwegian language teachers, to be able to work creatively and systematically with oral and written genres, enabling pupils with diverse abilities to develop their oral and written skills.

The course consists of two main areas, which are both scheduled throughout the spring semester. The learning outcomes are addressed in both main areas.

KNOWLEDGE

The student

• has knowledge of literary history and various literary theoretical perspectives, and extensive knowledge of fiction in different genres.
• has extensive knowledge of literature and language didactic approaches.
• has extensive knowledge of oral communication and further instruction in reading and writing.
• has extensive knowledge of the language as a system, linguistic variation and the language in use
• has knowledge of Sámi language, national minority languages ​​and neighboring languages

SKILLS

The student

• is capable of utilizing knowledge of literature and text, grammar and language, in analyzing written, oral, and multimodal texts
• is capable of facilitating varied work on fiction and non-fiction texts in traditional and new media
• is capable of facilitating pupils in years 1-7 to read, write, and discuss non-fiction and fictional texts in different genres and media
• is capable of using relevant methods and new technology in ways that promote cooperation and academic progress in early reading and in further reading and writing education
• is capable of providing appropriate instruction for students with varying skills in Norwegian and for students with Norwegian as a second language
• is capable of writing academic non-fiction texts in Nynorsk and Bokmål

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 1-7

Students will encounter varied methods and both formative and summative assessment practices. The course is mostly taught in seminars. The course demands a great degree of self-study. Active work with the curriculum is required through self-study as well as group work, and with the digital learning platform. Students are expected to communicate actively in different written and oral fora with their professors and their fellow students throughout the course. Students are also expected to be active users of the library and come well prepared for teaching sessions.