LMBENG40317 ENG403 Narrative texts in English teaching (1-7) (Autumn 2026)

• Passed school placement periods in the fourth year of study
• Passed a minimum of 150 credits from Years 1–3, of which all compulsory courses (90 credits) must be passed
• Passed 60 credits in the Master's specialisation subject
• Passed the R&D Assignment in the third year of study

The course is based on an expanded concept of text, and students will therefore work with many different types of narrative texts. Key issues selected from fields that may include reader-response theory, children's and young adult literature and the environment, gender issues, postmodern and late-modern children's and young adult literature, Indigenous peoples in the English-speaking world, disability studies, and multiculturalism will be addressed. Students will also receive an introduction to the language of film and to different aspects of experiencing, using, and understanding fiction films and other narrative multimodal texts in teaching.

Students will create their own digital story and explore different genres and media with a view to practical work with texts in teaching. In addition, they will assess and select relevant primary texts (books, films, websites, electronic resources) in order to develop concrete teaching projects. By working in response groups, students will become familiar with a broad selection of children's and young adult narratives in addition to the primary texts they select themselves.

Knowledge

The student:

• has advanced insight into the field of literature didactics with regard to text selection, working methods, and the communicative potential of different types of narrative texts
• has in-depth knowledge of English-language children's narratives and can define the didactic potential of literary and multimodal texts
• is familiar with central themes and methods within literary theory
• is familiar with a broad selection of children's literature
• has in-depth knowledge of the use of film and other types of multimodal texts in language education
• has advanced knowledge of the medium-specific narrative techniques of narrative texts, genre-specific features, and the relationship between text types and reading practices at the primary level
• has in-depth knowledge of the use of ICT as a didactic tool in work with narrative texts and multimodality in teaching at the primary level

Skills

The student:

• can translate the didactic potential of literary texts into concrete teaching programmes
• can integrate digital tools and methods into teaching in an appropriate manner in order to adapt instruction in the subject at the primary level
• can identify relevant media and ICT resources that may be used in teaching

General Competence

The student:

• has become aware of the relationships between narrative and didactic theory and practical classroom teaching
• can evaluate the pedagogical use of digital tools in teaching
• has developed meta-didactic competence through reflecting on the application of their own subject knowledge and skills in required coursework and school placement

A variety of teaching methods will be used:

• lectures
• process-oriented group work
• writing and response groups
• seminars with oral presentations and feedback from lecturers and fellow students
• independent study and work in study groups
• independent work with digital tools

The learning platform and other digital tools are an integrated part of the course. The course requires students to make active use of the library and become familiar with necessary library, media, and ICT resources.

1. Mandatory participation in seminars.
2. A digital story based on themes addressed in the course, to be presented to fellow students or other audience.
3. Students write three texts on self-selected English-language texts for children, linked to three of the thematic areas addressed in the literature. The texts should be approximately 500 words in length (+/- 10%). At least one of the texts must be presented in a response group.
4. Students provide written and/or oral feedback on at least one of the texts presented in response groups (see item 3). Oral feedback is given in the classroom or digitally, while written feedback is uploaded to the learning platform.
5. Project description for the Master's thesis.

Required coursework is assessed as approved / not approved. All required coursework must be approved before the student may sit the examination.

Individual Semester Assignment

The semester assignment consists of a written presentation of a teaching programme for the use of children's literature or other types of narratives (e.g. film, multimodal texts) in the English classroom. The teaching programme must have a theoretical foundation. In addition, it must be related to the English curriculum. The assignment is written in English and should be approximately 10–12 pages in length. The semester assignment is expected to include a reference list and appropriate referencing.

In the assessment, emphasis is placed on level of reflection, subject knowledge, and language proficiency.

The topic of the assignment must be approved by the course lecturer. Supervision is provided during the process.

Grading scale: A–F.

If the semester assignment receives a failing grade, it may be revised and resubmitted once.

If a student wishes to improve a passing grade, a new semester assignment with a new research question/topic must be submitted.