LU1-NOR215 Norwegian 1b 1-7
Course description for academic year 2017/2018
Contents and structure
Norwegian is a knowledge and formation subject, an aesthetic subject, a language subject and a practical profession subject. Studying Norwegian as a part of teacher training concerns acquiring knowledge on the Norwegian language and Norwegian text culture, and on didactic theories related to teaching Norwegian. A teacher of Norwegian must be capable of using knowledge from these areas for disciplinary and didactic reflection and transform this into practical application in the classroom. Teaching in Norwegian in teacher training must be both research-based and profession-oriented.
Language and the use of language plays a fundamental role in all learning and is closely related to the development of the identity of each individual language user. Being able to speak, read and write is a right as a citizen. A democratic society depends on new generations becoming participants in the written culture. Pupils must develop and become socialized in a culture where language knowledge and language skills is the key to everything from social life, via working life to public participation in local, regional, national and international contexts. An important task for the teacher of Norwegian is therefore to help pupils become secure and active language users with good oral and written communication skills.
Among other things, literary formation is a result of work with different types of texts, texts that provide insight into human life, cultural life and social life - older and newer, oral and written, fictional and non-fictional, text in newspapers, periodicals, books or on screen, and composite texts that unfold on paper, computer screen, cinema screen or stage. Teachers of Norwegian must therefore be capable of presenting a broad range of texts to pupils - texts that may give rise to understanding, provide experiences and create a desire to read more and acquire more knowledge and greater insight.
The subject of Norwegian has a particular responsibility for training in the basic skills; to express oneself orally, to express oneself in writing and being able to read. Teachers of Norwegian must have knowledge of language development, learning vocabulary and concepts, beginner training and the development of reading and writing. Reading and joy in reading, joy in writing and mastery of writing form the basis for subsequent education. It is important that teachers of Norwegian have insight into literary texts that engage children and by way of this motivate pupils to further reading and writing.
In a multicultural learning environment, good language and broad culture knowledge are essential. The subject of Norwegian has a historic and national foundation, but cannot be disconnected from general and international perspectives. Norway is a multicultural society in change, and that what is Norwegian must constantly be redefined in line with these developments. Through language training, the subject of Norwegian plays an important role in the integration of minority pupils, but the subject must also develop a cultural understanding that takes the multicultural reality seriously. For Sami pupils the subject of Norwegian along with Sami forms the foundation for bilingual competence in the pupils.
The subject must be adapted to the age groups the students will be teaching, which greatly affects the texts the students must work with, the methods they may use and which theoretical perspectives they can choose.
The students will be evaluated in both bokmål and nynorsk in Norwegian. For exemptions, see the regulations' Section 5.
Course description:
The course Norwegian 1b concentrates on the first teaching in reading and writing, and the students will acquire research-based insight into this. The course also aims to teach the students linguistic terms and concepts that will be of practical use in work on pupils' texts. Norwegian 1b also focuses on work related to the ongoing development of pupils' writing skills from year 1 to year 7. Students will be introduced to research-based knowledge of the topics reading and writing problems, Norwegian as a second language, and norms and variations in written and spoken Norwegian. They shall be capable of using and assessing the various teaching methods that are appropriate in years 1¿7, and shall gain knowledge about how practical-aesthetic working methods can be used in the subject. They shall develop a good understanding of the relationship between subject, didactics and practice.
Academic content. Course specification:
First teaching in reading and writing
Phonology
Morphology
Syntax
Teaching writing in different genres
Teaching writing as a process, on response and assessment
Pupils' texts analysis of pupils' texts
Norms and variations
Reading and writing difficulties
Norwegian as a second language
Learning Outcome
- has broad knowledge of the language as system
- has knowledge of how children develop language and terms, orally and in writing
- has knowledge of the different functions reading and writing can have for the pupils' development and learning, with special emphasis on tuition for beginners
- has knowledge of reading and writing theories and about various theories in reading and writing tuition, with special emphasis on tuition for beginners
- has broad knowledge of the language as system and the language in use, as well as insight into the relationship between spoken language variation and written language standardisation
- has knowledge about multilingualism, multilingual practice and learning Norwegian as a second language
- can facilitate pupils being able to write in different genres and media
- can use language and text knowledge in work with the analysis of, response to and assessment of oral and written pupil texts to promote learning
- can use different assessment methods in the subject of Norwegian
- can employ rhetorical knowledge in work with oral and written texts
- can assess and use different teaching methods in reading and writing training and handwriting for years 1 to 7, for pupils with Norwegian as first and second language, for pupils who write in bokmål and pupils who write in nynorsk
- can communicate disciplinary insight and adapt form and content for different target groups
- can assess different types of teaching aids for Norwegian based on different criteria and with the learning outcome of the pupils in mind
- can employ disciplinary knowledge for critical and constructive reflection
- can work independently, and in cooperation with others, with the pupils' development in the subject across disciplines
- is a confident oral language user and has sound written bokmål and nynorsk
- can work with language and texts in multicultural class environments and develop understanding of language and culture
- can ensure that work with language and literature can strengthen the identity of pupils and encourage them to actively participate in public life.
Entry requirements
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Recommended previous knowledge
None
Teaching methods
Classroom teaching; teacher managed and with student activities. Presentations and seminar presentations, oral and written assignments, individual and in groups. Text creation and assessment: Practice assignments.
Compulsory learning activities
written and oral study requirements.
80% participation
Assessment
written exam (nynorsk)
Examination support material
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More about examination support material