Didactics of Norwegian Language and Literature - Didactic, Theoretical and Cultural Approaches

Norwegian didactics - didactic, theoretical and cultural approaches revolve around the development of the Norwegian subject and complex L1 didactics and knowledge. In addition to the fact that this understanding is important for the students as teachers, it is also of significance that they practice seeing the subject's knowledge content within a larger scientific tradition as future masters thesis writers.

The course will contribute to providing a perspective on, and seeing the whole and connections in, Norwegian didactics through historical, cultural, and aesthetic inputs. The subject's cultural and educational dimension is emphasized. The course will provide insight into theories about language and literature and their use in the analysis of different types of texts and discourses. The students encounter these theories again in more specific contexts later in their studies. Research methodological perspectives are also thematized.

Knowledge

The student

- has in-depth knowledge of the Norwegian subject in primary and secondary education, the subject's various main areas, and basic features of the subject's educational and cultural objectives

- has a systematic overview of relevant theories about language and literature, text and discourses

- has independent insight into scientific approaches to the Norwegian subject and Norwegian didactics

- has in-depth knowledge of the implications of different text cultures, linguistic diversity and language change for the Norwegian subject

Skills

The student

- can use and critically reflect on relevant theories, methods and interpretations that can be linked to the main areas of Norwegian didactics

- can analyze and apply academic historical insight in an independent way in reflections on practical and theoretical questions concerning Norwegian didactics

- can analyze and relate critically to methodological issues in the specialist literature

General competence

The student

- can place current Norwegian didactic research in a theoretical and subject-historical context, as a basis for critical reflection and development of one's own subject position

- can use academic and didactic knowledge in analyzes of relevant Norwegian academic issues in school and translate this into relevant practice

- can communicate and discuss issues related to overall historical, academic and cultural guidelines/dimensions in the Norwegian subject

The reflections and discussions the students will largely be about tying together the course's various elements, through work with the syllabus.

The forms of work and learning in the study alternate between lectures, seminars, student presentations and discussions. High demands are placed on the students' participation, and it is expected that all students contribute actively to the study. Some teaching may be in English.