SFE11209 English: Language and Communication with Didactics (Autumn 2009)

The oral part of the course gives insight into different forms of oral communication such as formal and informal conversations and different types of presentations. Presentation is practised in seminars and groups. An introduction is given to phonetics and intonation, emphasising practical skills. As it is important to see communication in a cultural context, the course also includes examples of modern English-language fiction, and the literature is discussed with a view to argumentation and problem solving.

The written part comprises text strategies and the writing of longer texts. Important key words are text cohesion, paragraphing, genres, and linguistic strategies and style. Linguistic structures, including an introduction to grammatical terminology and syntactic analysis, are also taught. Students are also given library instruction in how to search, judge, use and refer to sources.

An introduction is given to the competence areas 'language learning' and 'communication' in the national curriculum for English in compulsory school. Learning strategies, learning styles and learning environments are practised and discussed through different types of tasks and collaboration. A central aspect is planning, giving reasons for, carrying out and assessing English teaching in accordance with the intention of the national curriculum. The teacher's role as language model and facilitator is in focus.

• Bøhn, H. et al. Kompendium: Language and Communication. (Tilgjengelig i bokhandel, HiØ)
• Orten, J. Kompendium: Materials for Phonetics. (Tilgjengelig i bokhandel, HiØ)
• Dypedahl, M., H. Hasselgård, B. Løken. (2006) Introducing English Grammar. Fagbokforlaget
• Elton, B. (2002). Dead Famous. Black Swan.
• Griffith, K. Writing Essays about Literature: A Guide and Style Sheet. Harcourt Brace.
• Gibaldi, J. MLA Handbook for Writers of Research Papers.Drew,
• I. & Sørheim, B. (2004): English Teaching Strategies - Methods for English Teachers of 10 to 16-year-olds. Det Norske Samlaget.
• Bøhn et al. Kompendium: Fagdidaktikk. (Tilgjengelig i bokhandel, HiØ)
• Kunnskapsløftet (2006): Læreplaner for gjennomgående fag i grunnskolen og videregående opplæring, Utdannings- og forskningsdepartementet.
• Relevant materiale fra Europarådet.
• Materiale som blir delt ut i forbindelse med undervisning og/eller lagt ut på læringsplattformen Blackboard    

I tillegg vil relevant stoff bli delt ut i løpet av emnet. Alle studenter må dessuten ha tilgang til en engelsk-engelsk ordbok, for eksempel Collins Cobuild Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary eller en annen ordbok beregnet på brukere som ikke har engelsk som morsmål (Learner's dictionaries).

Til oppslag og supplement i fagdidaktikk:

• Bakke, B. & Millar, N. (2000): IKT - også DET!. NKS-Forlaget.
• Bautz, M. (1984): Better English in the Classroom. NKS-Forlaget/Pensumtjenesten.
• Halliwell, S. (1992): Teaching English in the Primary Classroom. Longman.          
• Harmer, J. (3rd ed. 2001): The Practice of English Language Teaching. Longman.
• Korsvold, A.K. (2000): Engelsk i 10c. Universitetsforlaget.
• Munden, J. & Myhre, A. (2002): Twinkle Twinkle -  English 1-4. Høyskoleforlaget.
• Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.
• Scott, W. A. & Ytreberg, L.H. (1990): Teaching English to Children,. Longman.
• Ytreberg, L.H. (1993): Engelsk i grunnskolen, En fagdidaktisk introduksjon. Tano.

1. Two oral presentations

2. Compulsory attendance at the library course and the didactics classes (a minimum of 80%). Students who are unable to meet this requirement must submit an application to be exempt, stating reasons for the inability to attend.

3. Participation in the course at The Norwegian Study Centre in York, or alternative teaching in Halden with additional coursework requirements.

4 For students who do not have a practice period there will be an alternative course requirement which will be specified at the start of the course.

Coursework requirements must be approved before the students may take the exam.

The final exam consists of two parts carrying equal weight: A portfolio and an oral examination of approx. 25 minutes.

The portfolio comprises three written assignments to be submitted by the deadlines given in the course schedule. One of the assignments is a work placement report taking as its point of departure a focus area of the student's own choice, discussing the student's own experiences and feedback from the supervising teacher and making use of the course literature for theoretical support. Students who do not have a practice period are to submit a didactics paper with theoretical support from the course literature.

Both the written and the oral parts of the exam must be passed for a final mark to be awarded. Grading scale: A-F. Marks will be based on both language and contents.

Students who fail in one part of the exam (oral or written) may take this part in a re-sit. Students who want to improve their mark must take both parts of the exam.

• Bøhn, H. et al. Kompendium: Language and Communication. (Available in the University College bookstore)
• Orten, J. Kompendium: Materials for Phonetics. (Available in the University College bookstore)
• Dypedahl, M., H. Hasselgård, B. Løken. (2006) Introducing English Grammar. Fagbokforlaget
• Elton, B. (2002). Dead Famous. Black Swan.
• Griffith, K. Writing Essays about Literature: A Guide and Style Sheet. Harcourt Brace.
• Gibaldi, J. MLA Handbook for Writers of Research Papers.Drew,
• I. & Sørheim, B. (2004): English Teaching Strategies - Methods for English Teachers of 10 to 16-year-olds. Det Norske Samlaget.
• Bøhn et al. Kompendium: Fagdidaktikk. (Available in the University College bookstore)
• Kunnskapsløftet (2006): Læreplaner for gjennomgående fag i grunnskolen og videregående opplæring, Utdannings- og forskningsdepartementet.
• Relevant material from the European Council
• Other distributed material
• Material made available on Blackboard

All students must have an English-English dictionary such as Collins Cobuild Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner¿s Dictionary or another learner's dictionary for non-native users of English.

Supplementary literature in English didactics:

• Bakke, B. & Millar, N. (2000): IKT - også DET!. NKS-Forlaget.
• Bautz, M. (1984): Better English in the Classroom. NKS-Forlaget/Pensumtjenesten.
• Halliwell, S. (1992): Teaching English in the Primary Classroom. Longman.          
• Harmer, J. (3rd ed. 2001): The Practice of English Language Teaching. Longman.
• Korsvold, A.K. (2000): Engelsk i 10c. Universitetsforlaget.
• Munden, J. & Myhre, A. (2002): Twinkle Twinkle -  English 1-4. Høyskoleforlaget.
• Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.
• Scott, W. A. & Ytreberg, L.H. (1990): Teaching English to Children,. Longman.
• Ytreberg, L.H. (1993): Engelsk i grunnskolen, En fagdidaktisk introduksjon. Tano.