LMUENG40117 ENG401 English language teaching in-depth (5-10) (Autumn 2026)

This course is mandatory for students who choose English as:

• a Master's specialisation (150 credits) in the Master's Programme in Primary and Lower Secondary Teacher Education for Years 5–10
• a teaching subject (90 credits) in combination with Profession-orientated Pedagogy as the Master's specialisation in the Master's Programme in Primary and Lower Secondary Teacher Education for Years 5–10

• Passed school placement periods in the third year of study
• Passed a minimum of 150 credits from Years 1–3. All compulsory courses 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 English Language Teaching In-Depth presents different theories and perspectives within English language teaching and problematises the concept of communicative competence.

The course discusses the main areas of the English curriculum and analyses the principles in light of theories of language teaching.

Teaching of communicative skills is a central topic and will be addressed from theoretical, research-based, and professionally oriented perspectives.

The course addresses central theories of learner language and language acquisition. Analysis of authentic learner texts is therefore emphasised.

Furthermore, there will be a focus on the role that metacognition and learning strategies play in language learning.

The course takes a research-based approach, and there will be discussions of how new knowledge within language learning can be used in practice.

Knowledge

The student:

• has advanced knowledge of and understanding of the traditions, frameworks, and conditions that have influenced English language teaching and how learner language has consequently been explained
• has good knowledge of the central concepts within cognitive and linguistic theory related to metalinguistic knowledge and practical language proficiency
• has good knowledge of language learning strategies and metacognition from a multilingualism perspective
• has solid and nuanced knowledge of digital and analogue teaching materials in language teaching at the middle and lower secondary levels
• has in-depth knowledge of progression in teaching and pupils' language learning in English

Skills

The student:

• can explain, reflect on, and critically examine major trends within English language teaching, and especially the concept of communicative competence and the communicative view of language
• can critically analyse teaching materials and instructional resources (including digital resources)
• can describe and analyse learner language and carry out error analysis and is able to provide pupils with constructive formative feedback as an integrated part of the language learning process
• can enable pupils to use learning strategies in order to promote metacognitive awareness related to language learning

General Competence

The student:

• has the ability to present and discuss linguistic aspects of the English language and how language can be described and understood in a learning situation
• has in-depth knowledge of language learning processes and of how pupils can develop metacognitive awareness from a lifelong language learning perspective

A variety of teaching methods will be used:

• lectures
• group work
• seminars with oral presentations and feedback from lecturers and fellow students
• independent study and work in study groups

1. Mandatory 80% active participation.
2. Individual oral presentation of a draft academic paper at a subject seminar. The draft shall form the basis for required coursework.
3. The student must also act as opponent for a fellow student's presentation.
4. An individual written academic paper submitted by the specified deadline and written according to standard academic conventions. Scope: 8–10 pages, excluding references.

The student will receive supervision and feedback from the lecturer and/or fellow students in the work on the compulsory academic paper.

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

Individual oral examination. Duration approximately 40 minutes.

The examination consists of two parts: The candidate shall present a self-selected topic of academic relevance. The presentation shall last 5–10 minutes. This is followed by a discussion of academic issues between the candidate and the examiners. Both subject knowledge and the ability to communicate and engage in oral academic discussion will be assessed.

Permitted aids: The candidate may use personal notes, PowerPoint presentations, handouts, or similar materials during the presentation.

Grading scale: A–F.