English 1 for Teachers in Year 4-6

The course can be part of the following programmes: 1) The Intermediate Level Teacher Programme (L1GRU) and 2) The Intermediate Level Teacher Programme directed towards lower-secondary school (L1G46)

Department of Languages and Literatures

The course addresses theories of children's language acquisition and how language development can be supported through aesthetic forms of expression and language-developing approaches. The course also includes teaching components that focus on aesthetic forms of expression. Language didactic research on learning and teaching is highlighted from both national and international perspectives. Various forms of assessment and documentation that can support pupils’ learning in English are discussed, and the national diagnostic and testing materials in English for younger learners are analyzed.

The course includes an overview of contemporary English-language literature for children and young people, as well as various methods for working with literature for the age group in grades 4–6. The importance of reading texts for one’s own and others’ language development is emphasized. In addition, methods for processing children’s literary experiences are explored.

The course provides opportunities for students to develop their oral communicative skills through the study of English phonetics. The focus is on developing strategies for working with both their own and pupils’ pronunciation.

On successful completion of the course the student will be able to:

Knowledge and understanding

• account for theories of language development in relation to didactic considerations in English teaching,
• explain key concepts in the compulsory school syllabus including the national diagnostic and test materials in English,
• describe how contemporary English language children’s and youth literature can be used in teaching,
• describe the foundational features of the English phonetic system from a contrastive perspective.

Competence and skills

• apply language development methods and use different aesthetic forms of expression as well as literature to promote pupils' learning in English,
• apply phonetic knowledge to be able to develop a good pronunciation in both the participant’s own and pupils' oral communication,
• use English for oral and written communication in a manner appropriate to the profession, adapted to the recipient, purpose and situation,
• analyse the syllabus in English in relation to the practice of teaching and to the communicative approach,
• analyse national and international material for the assessment and documentation of pupils’ English language learning.

Judgement and approach

• critically reflect on how the choice of teaching materials and tasks can affect pupil’s English language learning

The course takes the form of Lectures, Seminars, Workshops and Fieldstudies.

Language of instruction: English
Teaching elements and course literature in Swedish may occur.

The course is examined in part through attendance at twenty-two compulsory seminars/workshops, two compulsory group presentations and in part through individual examinations. The individual examinations take the form of a exam-hall exam and three oral exams.

If a student did not attend a compulsory occasion, a new opportunity may be offered, or alternatively replaced with an individual assignment.

If a student who has failed twice on the same examination component wishes to change examiner before the next examination, such a request must be granted unless there are special reasons (Chapter 6, Section 22 of the Higher Education Ordinance).

If a student has received notification of study support from the University of Gothenburg with a recommendation for adapted examination and/or adapted form of examination, the examiner may, in the event that this is compatible with the intended learning outcomes of the course and provided that no unreasonable resources are required, decide to grant the student an adapted examination and/or an adapted form of examination.

If a course has been discontinued or undergone a major change, the student must be offered at least two examination opportunities, in addition to the regular examination. These opportunities are distributed over a period of at least one year, but no longer than two years after the course has been completed. The same applies to practical training and clinical placements, but with a limitation to only one additional examination occasion.

If a student has been notified that he/she meets the requirements for being a student at the Swedish Sports University (RIU student), the examiner has the right to decide on adaptation during examination, if this is done in accordance with Local rules regarding RIU students at the University of Gothenburg.

The grading scale comprises: Pass with Distinction (VG), Pass (G) and Fail (U). A Pass for the whole course (15 credits) requires passing grades on the course’s four modules. A Pass with Distinction for the whole course (15 credits) requires VG for 10 out of 15 credits

Course evaluation is done in relation to the course learning outcomes and content and is done in the form of an individual network survey at the end of the course. The result and any changes in the course structure will be communicated to both the students who completed the evaluation and to the students who will begin the course.

The course uses the University of Gothenburg’s learning platform for different forms of digital communication. Access to a computer and the Internet is therefore required.