EVL-NORSK415 Norwegian 2 5-10 - Norwegian in secondary schoool 2: Linguistic diversity and textual diversity

Contents and structure

General information regarding the course

Norwegian 2 5-10 is a session-based further education offer based on Norwegian 1 for primary and secondary teacher education, and is divided into two subjects of 15 study points each. Subject A is covered during the autumn, and subject B is covered during spring. The course focuses on subjects suitable for those teaching years 5 - 10. The students will be evaluated in both bokmål and nynorsk. For exemptions, see the Regulations Section 5.

 

Norwegian 2B Introduction

In Norwegian 2B the history of literature is continued into the 1900s. Otherwise the course focuses on composite text and writing teaching. The students will be given insight into the theory of writing as a basic skill for all subjects. Emphasis is placed on the subject text and argumentation as an important skill for writing, and the students will be taught in writing didactics and are expected to try this in their own practice. Students must also analyse and assess composite texts, and the work with these texts will result in an text folder for oral exam. Norwegian society is in a multi cultural situation, and our language and language teaching are undergoing change. Aligned to this, Norwegian as a second language, dialects and sociolinguistics will also bean important topic.

 

Academic content Norwegian 2B, specification of topics:

• Composite texts ,
• Speech variations, sociolects and youth language
• Norwegian as a second language
• Reading and writing from a historical perspective
• Further development of pupils' writing skills
• Literature after 1900
• Writing in all subjects
• Digital skills and arithmetic in Norwegian

Learning Outcome

- knowledge:

The student

• has a good overview of literary history and knowledge of key works in Norwegian fiction and non-fiction after 1900 and knowledge of theories on composite texts
• has a good insight into speech variations in modern Norwegian and historical and linguistic change processes.
• has a good knowledge of the language used by young people and has knowledge of teaching a second language.
• has extensive insight into how secondary school pupils can further develop their writing skills, both those pupils with Norwegian as a first language and those with Norwegian as a second language
• has knowledge of what characterises linguistic communication in various media.

- skills:

The student

• masters the skill of reading, analysis, interpretation and comparison of texts written for children, young people and adults with regard to content, form and function, viewed from a historical perspective and placed in a larger cultural and public context
• is able to initiate, guide and assess oral, written and composite text production in pupils at secondary stage and justify the grades given
• is able to apply knowledge of speech and written language standardisation
• is able to facilitate and implement teaching in the pupil's secondary form of the Norwegian language
• is able to plan adapted teaching for a second-language pupil
• is able to maintain a good attitude to language variants in a multi cultural context
• is able to guide pupils in different types of oral and written argumentation
• is able to initiate, guide and assess oral, written and composite text production in pupils at secondary stage and justify the grades given
• is able to use the curriculum in the subject to formulate objectives for Norwegian teaching and relevant assessment criteria

 

- general competence:

The student

• is able to assess Norwegian as a subject and his or her own practice as a Norwegian teacher and justify the assessments
• has insight into Norwegian as a subject, based on research and in relation to the subject history and is able to reflect critically and constructively, based on such perspectives of the subject
• is able to guide pupils in work with texts so that they can develop themselves, obtain knowledge and prepare for active participation in public spaces and society as a whole
• is able to view the subject in a wider self-cultivation perspective and the teaching as part of the training for an active participatory democracy

Entry requirements

None

Teaching methods

The course has 2-3 meetings per term of up to 3 days each. Provision is made for academic collaboration during the meetings. Communication and activity outside the meetings will take place using digital media. The students work with the subject and didactic tasks related to the course material between the meetings. A central part of the work will

be tied to own teaching practice/own practice experiences. Assessment of the course will be given as obligatory oral and written study requirements during the course, and as a final assessment in the form of oral exam and home exam.

Compulsory learning activities

-

Assessment

-

Examination support material

All

More about examination support material