(LA201ENG-1 1)
Didactic Competence 2 will prepare the student for her/his future teaching career and includes both theoretical and practical aspects. This unit is built on the components of Didactic Competence 1 and develops these further. Together with Language Competence 2 and Cultural Competence 2 this unit is designed to continue developing the student's holistic approach to teaching English as a foreign language to learners aged six to sixteen and to becoming a good tutor for her/his future pupils in their language development process. In all these three units much emphasis is given to developing the student's oral and written proficiency so that s/he can become a confident language user and thus be a good model in the English classroom.
The unit focuses on making the student reflect on learning strategies, learning styles and learning environment by requiring her/him to do several teaching/learning tasks in cooperation with fellow students in a variety of ways.
It comprises the following main components:
- Theories on and principles for foreign language learning
- How to plan, carry out, reflect on, and document a teaching programme
- Principles for evaluation of pupils' work, e.g. portfolio assessment
- Evaluation of teaching materials, e.g. course books, dictionaries, ICT programmes
- If possible, a two-week-study trip to the Norwegian Study Centre at the University of York, Great Britain, will be incorporated as an integrated part of the study including topics from Didactic Competence 2, Language Competence 2, and Cultural Competence 2.
Didactic Competence 2 is offered in the spring term (January-June) and can be taken separately or together with Language Competence 2 and/or Cultural Competence 2. It is organized partly as lectures, partly as group work, partly as tutorials. Attendance is compulsory, and so is a set of tasks, e.g. "Festivals and Traditions in English-Speaking Countries" (class presentation). An e-education platform is used and active participation in the virtual classroom is required.
Attendance and tasks must be acknowledged before the student can sit for the exam. The exam is an oral exam organised in groups and consists of a presentation and a discussion related to evaluation of teaching materials.
Reading list:
- Drew, I. & Sørheim, B. (2004): English Teaching Strategies - Methods for English Teachers of 10 to 16-year-olds, Det Norske Samlaget
- Halliwell, S. (1992): Teaching English in the Primary Classroom, Longman
- Harmer, J. (3rd ed. 2001): The Practice of English Language Teaching, Longman
- Munden, J. & Myhre, A. (2007): Twinkle Twinkle - English 1-4, Høyskoleforlaget
- Scott, W. A. & Ytreberg, L.H. (1990): Teaching English to Children, Longman
+ Handouts