LU2-NOR215 Norwegian 1b

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.

 

This course aims to teach the students linguistic terms and concepts that will be of practical use in work on pupils' texts. The course Norwegian 1b concentrates on further developing the reading and writing skills of pupils in years 5¿10. The students will acquire research-based insight into this subject and Norwegian language and text knowledge. They shall also be introduced to research-based knowledge of the topics reading and writing problems and Norwegian as a second language. The students shall be capable of using and assessing the various teaching methods that are appropriate in years 5¿10. They shall develop a good understanding of the relationship between subject, didactics and practice.

Pupils' texts ¿ analysis of pupils' texts

Phonology

Morphology

Syntax

Teaching writing in different genres

Teaching writing as a process, on response and assessment

Reading and writing difficulties

Norwegian as a second language

Learning Outcome

The student: - knowledge:

• has insight into language development in children and young people who have already received basic reading and writing training
• has broad knowledge on relevant theories on reading, writing and reading and writing training
• has knowledge on multilingualism, multilingual practice and on learning Norwegian as a second language
• has broad knowledge on the language as a system and the language in use

- skills:

• can plan, implement and assess Norwegian teaching in various years from years 5 to 10 and can justify professional choices
• can assess and use different teaching methods in reading and writing training and handwriting for years 5 to 10, both for pupils with Norwegian as first and second language, and for pupils who write in bokmål and pupils who write in nynorsk
• 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 enable pupils to write factual and fictional texts of different types
• can use different assessment methods in the subject of Norwegian
• can employ various digital tools in teaching Norwegian, create and assess digital, composite texts

- 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

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 verbal study requirements

Assessment

written exam (nynorsk)

Examination support material

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More about examination support material