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 deals with theories about children's language learning and how language development can be promoted through aesthetic forms of expression and language development methods. Language didactic research on learning and teaching is highlighted from both a national and international perspective. The course contains teaching elements where aesthetic forms of expression are focused. In addition, it is discussed how different choices of content and working methods can affect children's learning and language development. In language didactics, teaching materials, both web-based and in book form, are analysed based on linguistic, didactic and intercultural aspects. Attention will be paid to the possibilities of using digital resources in language teaching. Different forms of assessment and documentation that can promote pupils' learning in English are discussed and the national diagnostic materials in English for the younger ages are analysed.

The course familiarises students with contemporary children’s literature in English. In this part of the course, students will learn and reflect about different ways of working with literature for young learners. This includes an acquaintance with different teaching methods for how children's language development can be stimulated through the encounter with literature and oral storytelling.

During the course, students learn about the English phonetics and they are given the opportunity to develop their oral ability. Developing strategies to be able to work with one's own, as well as the students' pronunciation, is in focus. Students will be able to develop their oral communication through active participation in discussions during seminars in language didactics and literature.

A contrastive perspective is used to study the grammatical system of the English language throughout the course, with the goal of improving participants’ own language proficiency, and also developing an understanding of how to promote pupils' language proficiency. Participant’s writing skills are developed through reflective writing assignments and peer feedback.

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

Knowledge and understanding

• develop knowledge and awareness of language development and language teaching of a foreign language,
• explain key concepts in the compulsory school syllabus,
• 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 consists of five point-giving course sections: Grammar (3 credits), Literature (2 credits), Language didactics (8 credits), Phonetics (I credit) and oral communicative skills (1 credit). The course is examined in part through attendance at eighteen compulsory seminars or workshops, four obligatory oral group presentations and in part through individual examinations. The individual examinations take the form of one exam-hall exam and three 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 the same examined component twice, wishes to change examiner before the next examination, a written application shall be sent to the department responsible for the course and shall be granted unless there are special reasons to the contrary (Chapter 6, Section 22 of the Higher Education Ordinance).

If a student has received a recommendation from the University of Gothenburg for special educational support, where it is compatible with the learning outcomes of the course and provided that no unreasonable resources are required, the examiner may decide to allow the student to sit an adjusted exam or alternative form of assessment.

In cases where a course has been discontinued or has undergone major changes, the student shall normally be guaranteed at least three examination occasions (including the ordinary examination) during a period of at least one year from the last time the course was given.

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.