SFEG512010 English: Culture Studies I 5-10 (Autumn 2010)

The following themes will be in focus:

- The National Curriculum¿s core curriculum within culture, society and literature in English for the middle school and lower-secondary levels

- Intercultural communication/intercultural learning

- British history and society

- British literature in the form of a selection of novels, short stories, plays and poetry with a focus on texts for children and young adults

- Literature and cultural methodology from the point of departure of the core curriculum topics culture, society and literature in English for primary and lower-secondary school

KNOWLEDGE:
After completing the course module the students are to:

- have knowledge about society, history and a comprehensive selection of cultural expressions in English-speaking countries

- have knowledge about a wide selection of central works from the English-speaking literary tradition, including literature for children and young adults

- have knowledge about reading and writing as processes

- have knowledge about the structure of texts, stylistic devices, and critical and analytic approaches to literature and other types of texts

SKILLS:
After completing the course module the students are to:

- be able to use the target language confidently and functionally both orally and in writing in different situations and genres with precision, fluency and coherence

- be able to use their knowledge of the subject didactically and reflectively in connection with the current National curriculum for primary and secondary education and be able to critically evaluate their own teaching

- be able to carry out a developmentally oriented and practice-based in-depth project

- be able to select and adapt work with texts from English-speaking countries for children and young adults in a varied, challenging and inspiring way.

GENERAL COMPETENCE:
After completing the course module the students are to:

- be able to reflect on their own learning and practice in relation to ethical values and the responsibility of the school for children and young people¿s personal growth in a historical perspective

- be able to work independently and with others in order to identify, analyze and solve problems connected to pupils¿ learning and development in the subject of English

- be able to maintain and develop their own language competence

- be able to function as active contributors in a disciplinary community and be prepared to use new knowledge and research within the subject of English

1. Students will hand in and receive feedback on two assignments covering didactic topics. These must be revised before being handed in for final approval. In the final assignment students are required to document the use of secondary sources.

2. There is obligatory attendance at didactics classes (minimum 80 % attendance). Students who are unable to fulfill this requirement must apply for an official waiver and document due cause.

The coursework requirements must be approved before the student is eligible to take the final examination.

A five-hour long, written examination where both language and content count.
The candidate may use an approved English-English dictionary (must be handed in for inspection the day before the examination).

The candidate receives an individual grade. Grades are given on a scale from A to F, where A is the best grade, E is the lowest passing grade and F is a failing grade.

The examination will be graded by one external and one internal examiner or two internal examiners.

Griffith, K. (2002). Writing Essays about Literature   

Knutsen, K. (2010). Kompendium: Culture Studies 1 (Available in the college bookshop)
McCormick, J. (2007). Contemporary Britain. Palgrave McMillan.

McDowall, D. An Illustrated History of Britain. Longman (newest ed.)
Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.

Literature for children and young adults:

(Students choose a selection of children¿s rhymes, poetry and picture books and in addition read one classic and one modern book from the following list or choose other books in cooperation with their teacher)


Classic

Barrie, J.M. Peter and Wendy

Doyle, A.C. The Lost World

Faulkner, J. M. Moonfleet

Grahame, K. The Wind in the Willows

Kipling, R. The Jungle Book

Lewis, C.S. Chronicles of Narnia (choose from series)

Milne, A.A. Winnie the Pooh or The House at Pooh Corner

Stevenson, R.L. Kidnapped

Stoker, B. Dracula

Tolkien, J. R. The Hobbit

Modern

Burgess, M. Billy Elliot (film)

Dahl, R. Matilda, The Twits, Charlie and the Chocolate Factory

Dowd, S. Bog Child

Doyle, R. Rover Saves Christmas

Fine, A. Flour Babies

Horowitz, A. Stormbreaker

Maloney, J.A. Bridge to Wiseman¿s Cove

Murphey, S. Hungry Ghosts

Strong, J.: My Granny's Great Escape

Wilson, J.: The Illustrated Mum or Dustbin Baby

In addition, students read a selection of the following fictional texts (an updated literature list will be available at the beginning of the semester).

NOVELS: 
·   Bali Rai: (Un)arranged marriage
·   Mark Haddon: The Curious Incident of the Dog in the Night-time
·   Virginia Woolf: Mrs. Dalloway 
·   J. K. Rowling: Harry Potter and the Philosopher¿s Stone

PLAYS:
·   William Shakespeare: Hamlet 
·   Tom Stoppard: Rosencrantz and Guildenstern Are Dead  

- A selection of poetry and short stories (see compendium)

DIDACTICS:

- Bøhn, H. m.fl. (2010). Kompendium: Fagdidaktikk. (Available in the bookshop of the college) 

- Drew, I. & Sørheim, B. (2009). English Teaching Strategies: Methods for English

Teachers of 10 to 16-year-olds

- Kunnskapsløftet (2006): Læreplaner for gjennomgående fag i grunnskolen og videregående opplæring, Utdannings- og forskningsdepartementet. 

All materials handed out in connection with teaching and/or published on the Internet learning platform Fronter are considered to be part of the syllabus. All students must in addition have access to an English-English dictionary, for example Collins Cobuild Dictionary, Longman Dictionary of Contemporary English, Oxford Advanced Learner's Dictionary or another dictionary aimed at users who are not native speakers of English (Learner's dictionaries).  


For reference and supplementary reading:

-       Fremmedspråksenteret (2008). IKT i språk - en veiledning for lærere.   http://www.fremmedspraksenteret.no/ikt-veiledning

-       Harmer, J. (2007). How to Teach English. Pearson English Language Teaching

-       Harmer, J. (2007). The Practice of English Language Learning. Pearson English Language Teaching.

-       Jones, D. (2006). English Pronouncing Dictionary. (16th ed.). Cambridge UP

-       Pinter, A. (2006): Teaching Young Language Learners. Oxford UP.