LU2-NOR115 Norwegian 1a

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.

 

The course Norwegian 1a concentrates on work on oral skills. The teacher is a role model for the pupils in oral communication and has a duty to develop the pupils' oral communication skills. Students will gain knowledge of and experience in the four main oral genres, with a main focus on dialogue. The other two main areas in this course are second-level reading teaching and children's literature. Students will be introduced to research-based knowledge of pupils' reading development and various methods in reading teaching as well as assessment of reading skills. Work on children's and young adults' literature will provide the students with knowledge of relevant literature for this age group and knowledge of and experience in how these texts can be used to improve reading skills and foster a love of reading in pupils. The students shall be capable of using and assessing various teaching methods that are appropriate in years 5¿10 and develop a good understanding of the relationship between subject, didactics and practice.

 

Oral genres: reading aloud, narration, public speaking and dialogue

Traditional poetry

Children's and young adults' literature: books for children and young adults, poetry, short stories, picture books and textbooks for children and young people

Literature didactics

Second-level reading teaching, reading in all subjects

Curriculum, basic skills and textbook texts

Learning Outcome

The student: - knowledge:

• has knowledge on relevant theories on oral training
• is aware of central and relevant literature history and didactic concepts and perspectives
• has detailed knowledge on youth literature in different genres and a good understanding of how this literature has developed over time
• has knowledge of children's literature and recent literature that targets adult readers
• has knowledge on the different functions reading and writing can have for development and learning in pupils
• has knowledge of reading and writing strategies
• has extensive knowledge on what characterizes oral, written and composite texts; different genres of fictional texts and factual texts, and texts from older and newer mediums.
• has knowledge on the current curriculum for Norwegian in school.
• has knowledge of Swedish, Danish and Sami and knowledge of other Nordic languages and national minority languages

- skills:

• can employ rhetorical knowledge in work with oral and written texts
• can enable and stimulate pupils for varied oral use of the language
• can map reading and writing skills, implement relevant measures for adapted training and detect reading and writing difficulties
• can ensure that pupils read a wide range of literature, including non-fictional texts in traditional and modern mediums, and that they develop a joy of reading and good reading strategies and are stimulated for further reading
• can stimulate the pupils' aesthetic awareness
• can analyse, interpret and evaluate texts and present literary and literature theory insights in varied ways
• can discuss literature and adapt form and content in the discussion with regard to gender, age knowledge and cultural background
• can use varied aesthetic work methods for increased understanding and pleasure in literature among pupils
• can assess different types of teaching aids for Norwegian based on different criteria and with the learning outcome of the pupils in mind
• can contribute to develop local curricula

- general competence:

• can communicate disciplinary insight and adapt form and content for different target groups
• 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 work with language and text in multicultural class environments and develop a cultural understanding that takes the multicultural reality seriously.
• 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

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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 verbal study requirements

Assessment

written exam (bokmål)

Examination support material

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More about examination support material