ENG113S Introduction to English Didactics and Linguistics 2

Contents and structure

ENG113S allows for a greater degree of academic specialisation in language teaching and subject didactics. The course provides deeper knowledge of the grammatical and phonological structure of the English language, while developing language skills, text competence and productive vocabulary.

Critical assessment of various aspects of English language teaching is central to the course. In addition, the course provides further insight into a range of inspiring and learning-promoting activities and working methods.

The course consists of two components:

1. Linguistic-didactic component
2. Literature/Culture-didactic component

Learning Outcome

Upon completion of the course, the student should have the following overall learning outcomes:

Knowledge

The student

• has in-depth knowledge of vocabulary acquisition and English language structures from sound to text level, as well as insight into cultural conventions for language use
• has knowledge of the historical development of methods and approaches to teaching English
• has knowledge of how oral and written language can be integrated into inspiring and meaningful activities
• has knowledge of reading and writing processes
• has knowledge of how various factors can influence the learning of English
• has knowledge of different ways of organising teaching
• is familiar with the current school curriculum as a framework for professional development
• is familiar with some variants of English and has insight into different learning strategies that can help students take charge of their own learning and language development in the long term.

Skills

The student

• uses the target language confidently and functionally
• plans, implements and evaluates teaching in a way that takes into account the diversity of the student group and their cultural and linguistic backgrounds
• adapts teaching to individual students by selecting and facilitating varied and differentiated learning activities that promote the development of students' receptive and productive language skills, including through the pedagogical use of digital learning tools
• uses oral activities as a starting point for written activities and vice versa
• makes pupils aware of processes related to reading and writing and how they can use these strategically in their own learning
• facilitates pupils' ability to create oral, written and composite texts with fluency, precision and coherence
• makes pupils aware of their choice of learning strategies
• actively utilises pupils' experience with English and, where applicable, other languages
• works independently on issues related to the subject
• assesses pupils' achievement of goals with and without grades and justify the assessments
• selects and facilitates work with texts from English-speaking countries for children and young people in a varied, challenging and inspiring way

General competence

The student

• reflects on their own learning and practice
• works independently and with others to identify, analyse and solve problems related to pupils' learning and development in English
• can maintain and develop their own language skills

Entry requirements

None

Recommended previous knowledge

• ENG111S Introduction to English Didactics and Linguistics
• ENG112S Introduction to American Literature, History, Culture and Language

Teaching methods

Different working methods are used depending on what is most suitable for the subject matter and grades 1-7, 5-10 or upper secondary school. This applies to both theoretical and practical subjects.

• Lectures
• Classroom dialogue
• English as the language of communication in lessons
• Problem-based learning in groups or individually
• Practical work with activities
• Teacher- and student-led assignments in the programme
• Students will work on various practical and methodological assignments throughout the programme
• Individual or group supervision
• ICT is an integral part of the work with the subject components in English where it is natural.

Compulsory learning activities

• A piece of work in grammar or phonetics
• A piece of work in literature or culture
• Attendance of at least 70% of the teaching is required, i.e. 70% of all digital meetings and at least 3 of 4 in-person teaching sessions on campus. When absence exceeds 30%, the student will not receive approval for the course, regardless of the reason.

The obligatory activities must be approved by the course coordinator no later than two weeks before the student can sit the examination. If a compulsory learning activity is assessed as not approved, a reason for this must be given. Students who do not receive approval for an obligatory learning activity will, as fas as possible within the set deadlines, be given another attempt in the current semester.

Assessment

Written exam, 6 hours.

Part 1 (language - grammar and phonetics/didactics) and Part 2 (literature, culture, and didactics) are each weighted at 50%, and both parts must be passed in order to receive a grade in the course.

Grading scale: A-F, where F corresponds to fail.

Examination support material

None

More about examination support material