English for Teachers in Pre-School Class and Year 1-3

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 Primary School (L1GF3)

The course addresses language didactic perspectives in the teaching of English to young learners. The subject-theoretical content is based on the communicative and action-oriented view of language expressed in the national curriculum and the CEFR (Common European Framework of Reference for Languages), drawing on second and third language acquisition research and theories, as well as methods related to language teaching, motivation and children's language development. The course includes teaching activities that focus on aesthetic expression and examine how different choices of content and methods can influence children’s learning and language development.

In addition, the course introduces how multilingualism can be used as a resource in English language teaching. Within the language didactics component, teaching materials—both web-based and textbook formats—are analysed from linguistic, didactic, and intercultural perspectives. The course also highlights opportunities for using digital resources in language teaching. Various forms of assessment and documentation that can support pupils’ learning in English are discussed, and the national diagnostic materials for English in the early school years are analysed.

The course includes an introduction to contemporary English-language children’s and youth literature and various ways of working with literature for this age group. This includes teaching methods aimed at stimulating language development through encounters with literature and oral storytelling.

English phonetics is addressed, and students are given opportunities to develop their oral communicative competence. The focus is on developing strategies for working with both their own and pupils’ pronunciation. Oral communication is further supported through active participation in seminar discussions on language didactics and literature.

English grammar is also studied from a contrastive perspective, primarily to strengthen students’ own language proficiency but also to build understanding of how pupils’ language development can be supported. The course also fosters students’ personal writing through reflective assignments and peer feedback.

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

Knowledge and understanding

• describe theories of language development and discuss how these can be connected to didactic considerations in English language teaching,
• discuss how pupils' multilingual resources can support and interact with the development of English,
• analyse and explain the purpose and content of the syllabus for English in compulsory school and discuss its significance for the planning and implementation of teaching,
• describe how modern English children’s literature can be used in teaching,
• describe basic characteristics of the English phonetic system from a contrastive perspective,
• describe basic grammar structures in English from a contrastive perspective,
• explain key aims in the national diagnostic and test materials in English (year 1-6)

Competence and skills

• apply language development ways of working and different aesthetic methods together with literature to enhance learners’ English skills,
• apply phonetic knowledge to develop good pronunciation in both your 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,
• give examples of how the choice of materials and working methods affects student learning in English,
• give examples of digital tools which can support English learning,
• analyse the course syllabus for English in the compulsory school in relation to the communicative view of language,
• analyse national and international materials for assessment and documentation of student learning in English.

Judgement and approach

• critically reflect on spoken, didactic, and intercultural aspects of how the choice of materials and working methods affects students’ learning in English.

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

Language of instruction: English

The course is mainly given in English. Teaching elements and course literature in Swedish may occur.

The course is assessed through a combination of active, prepared participation in eighteen mandatory seminars and workshops, four compulsory group oral presentations, as well as individual assessments comprising one written exam and four oral examinations. A student who has not attended an obligatory part of the course is offered a new opportunity or given an alternative make-up task.

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 (G) for the whole course (15 credits) requires passing grades on the course’s five 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 between teachers and students and between students. Access to a computer and the Internet is therefore required.