English I for Teacher Education Students

The course aims to introduce students to and prepare them for their future professional role as English teacher in the later years of secondary school and in upper secondary school. This involves students acquiring basic subject theoretical and subject didactic knowledge.

Modules

On completion of this module, students will be able to:

• analyse the distinguishing features of different types of academic texts in English studies, particularly in linguistics and literary studies
• explain key differences and similarities regarding the discursive and rhetorical strategies typical of different specialisations in English studies
• produce a selection of common oral and written academic texts while keeping with the conventions of academic English
• review the work of other students as well as their own work according to the conventions of academic English.

On completion of this module, students will be able to:

• read, describe and discuss a selection of literary works, genres and forms from the English-speaking world
• analyse literature from the English-speaking world using relevant literary terminology
• argue, both orally and in writing, for their own interpretations of the literary works studied
• describe and exemplify aspects of culture, society and ideology in the literary works studied
• read and discuss research on literary studies and on literature education and discuss the uses of literature in English language education.

On completion of this module, students will be able to:

• explain basic language structures of English using grammatical terminology, and compare these with those of other languages, with a special focus on Swedish
• apply their knowledge of English language structure and its variations in their own production in different genres
• independently solve language problems with the help of available resources, such as digital tools
• review and improve texts using their knowledge of English language structure, including regional and stylistic variation
• identify and explain the most common challenges involved in learning English from a contrastive perspective
• apply their knowledge of basic speech production by analysing the sounds of language and intonation patterns with phonetic script as a resource.

The aim of this module is to introduce students to the learning and teaching of languages. The module provides a theoretical foundation and complements the content of the other modules as students prepare for their upcoming professional role.
On completion of the module, students will be able to:

• discuss how the status of foreign languages in school and society has developed historically and is debated today
• explain central language learning theories and discuss their relevance for language teaching
• discuss school governing documents with particular focus on course and subject syllabi for English
• in Swedish, discuss and reflect on language didactic issues that relate to the selection of teaching materials and work methods in relation to the target group and school governing documents.

The purpose of the module is for students to consolidate and deepen their language didactic knowledge and skills, and to develop familiarity with language teaching in primary and secondary school. Students will increase their awareness of the specific and general preconditions that pupils have for language learning. Another objective is for students to develop their ability to relate their other language studies to a professional perspective as a language teacher.
On completion of the module, students will be able to:

• based on pupils‘ knowledge needs and individual preconditions for learning, discuss content and working methods for teaching with regard to target group, school governing documents and relevant research
• discuss central language-learning theories and demonstrate the ability to take a position on these based on relevant and current research and their own experiences of language teaching
• discuss and explain relevant assessments of pupils‘ oral and written performance based on different theories of assessment and school governing documents
• discuss culture in language teaching, make use of different sources and critically take a stand on different interpretations of the concept of culture and intercultural competence
• discuss selected parts of the course literature.

The course consists of three obligatory modules:
Module 1. Introduction to Academic English - 6 credits
Module 2. Literature in English - 9 credits
Module 3. The Structure of Modern English - 9 credits

The students then choose one of the two didactic modules:
Module 4. Language Learning and Teaching A - 6 credits
Module 5. Language Learning and Teaching B - 6 credits
Students studying English as their first subject AND students who have studied a subject other than language as their first subject must take module 4, Language Learning and Teaching A.
Students who have studied another language as their first subject must take module 5, Language Learning and Teaching B.

Modules

This module provides an introduction to academic communication in English in different academic disciplines, with a special focus on linguistics and literary studies. It focuses on common genres of academic writing and speaking, and highlights typical features of those genres with respect to both linguistic forms and rhetorical functions.

Through focused reading of a range of literary works and cultural content from the English-speaking world, this module aims to increase students’ knowledge of literary studies and literature in education.

This module has two parts.
Part 1: Grammar
This part deals with the fundamental aspects of English grammar including applied exercises in contrastive analyses of authentic texts that have different kinds of grammatical problems.
Part 2: Phonetics
This part of the module deals with the principles of English pronunciation as well as the main differences between English and Swedish pronunciation. English pronunciation is practiced through the study of phonetic transcription.

This module provides an introduction to language learning and teaching and the main issues related to content and methods in language teaching in relation to pupils‘ different aptitudes for language learning and the national curriculum. The role and devlopment of foreign languages in Swedish schools are covered from a historical perspective. Central features are the basic study of language-learning theories and discussions on issues relating to language didactics. Through the study of relevant policy documents such as curriculums and course curriculums for the subject, the relationship beteen theories and the content of the school subject are covered. In such a way, all modules link to the students‘ future profession and the actual teaching situation as well as to what is required of English language teachers in schools.

This module involves an in-depth study of language didactic theories linked to different aspects of language learning and language teaching, and a discussion of the relevance of these theories for language teaching. Students compare different theories and models relating to language learning and gain insight into national and international research on multilingualism. Through practical exercises, students practice their academic approach and their ability to independently evaluate different theories. Students become more familiar with both school governing documents and various theories of assessment, while practicing using different assessment models that are used in language teaching. Through practical exercises, students also increase their ability to teach about cultural phenomena and to apply theoretical knowledge about the role of culture in language teaching.

• Active participation in seminars
• Written assignments
• An oral presentation

• Active participation in seminars
• Oral and witten assignment
• A final written examination

• Active participation in seminars
• Witten assignments
• Oral presentations
• An examination

• Active participation in seminars
• Witten assignment
• Oral presentations

Lectures and obligatory seminars. In modules 1-3, the language of instruction is English. In modules 4 and 5 the primary language of instruction is Swedish.

The Swedish grades U–VG.

For a final course grade of VG, students must achieve a VG for 24 credits.

• Introduction to Academic English - 6 cr
• Literature in English - 9 cr
• Grammar - 7.5 cr
• Phonetics - 1.5 cr
• Language Learning and Teaching A - 6 cr
• Language Learning and Teaching B - 6 cr

Replaces EN1103.

If students take the online course as the first subject in their subject teacher education programme, they are required to attend Campus Falun is required at the start of the semester for a maximum of two days.

Students in the online course need to have access to a computer, headset, webcam and internet.