English as an Additional Language

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develop his/her qualifications as an English language teacher and contribute to the .... Teaching by Principles – An Interactive Approach to Language Pedagogy,.
English as an Additional Language Course level: BA Year of study: 1st year Semesters: 1st and 2nd semesters ECTS credits: 30 ECTS (5 per module)

English (literacy) English has attained a key role in connection with globalization. English is not just one language, but may function as an intercultural means of communication, if used as a global language. In this way English may strengthen the students’ international understanding as well as their understanding of their own culture. The overall aim is for the students to acquire competencies within first and additional language teaching and learning. The core areas of the subject of English are: subject-related educational studies, English language and language usage, English language proficiency and language acquisition as well as the cultural dimensions of the subject.

The identity of the subject within the International Teacher Education The subject of English as a first/additional language in the International Teacher Education programme assumes that the pupils at international primary schools are bilingual, and that English is their first/additional language. The subject of English aims at enabling the international education student to plan, carry out and evaluate English at an international primary school. Furthermore, this course will enable the student to master the language for teaching purposes, develop his/her qualifications as an English language teacher and contribute to the constant development of the subject including interpreting and applying results from research and development relevant to the subject of English. The contents of the subject of English may be divided into 6 modules covering the following study and competency areas:

Module overview

Module 1: The identity of the subject, historical development and perspectives, including competency in cultural and social affairs (5 ECTS)

Module 2: Competency in teaching the four basic language skills (5 ECTS)

Module 3: The development of bilingual pupils’ communicative competency in English (5 ECTS)

Module 4: Meta-language development and competency in linguistic analysis – part I (5 ECTS)

Module 5: Meta-language development and competency in language acquisition theory and method – part II (5 ECTS)

Module 6: Teaching genre and literature knowledge in the primary school (5 ECTS)

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Module descriptions:

Module 1: The identity of the subject, historical development and perspectives, including competency in cultural and social affairs (5 ECTS) Contents Language is closely connected to culture. Through language one attains insight into culture, which enhances intercultural competency acquisition, while at the same time cultural knowledge supports linguistic competency. Culture work implies not only working with the target culture, but also with the cultural encounter and thus with one’s own language. In this way the cultural dimension is not just a means for an understanding of language nuances, but in addition it renders content to language teaching and thus contributes to the child’s general education. Module 1 primarily deals with narrowing down the identity of the subject. The topics will aim at covering the development of English as an international language. Furthermore, based on theories of intercultural competency and pedagogy, we will work with the concept of culture and its application in an analytical perspective. Aim The module aims at enabling the international education student to obtain an understanding of and an overview of the historical development and perspectives of the subject of English socially and culturally.

Competencies The international education student should • • •

be able to see the subject in a broad perspective, i.e. in a historical and developmental perspective in order to consider and describe subject-related objectives and progressions gain an insight into English used as an international language during face to face and virtual multicultural gatherings and its implications for the classroom acquire an awareness of the way in which culture manifests itself, particularly in the English-speaking world, as part of the student’s own development of intercultural competency

Suggested reading for Module 1 Brown, H. Douglas: Strategies for Success: A Practical Guide to Learning English, New York: Longman, 2002

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Byram, Michael et al.: Developing Intercultural Competence in Practice, Clevedon: Multilingual Matters Ltd., 2001 Crystal, David: English as a Global Language, Oxford: Oxford University Press, 2003 Kramsch, Claire, Language and Culture, Oxford: Oxford University Press, 2009 McDowall, David: Britain in Close-up. An In-depth Study of Contemporary Britain, England: Longman, 2009 McKay, Sandra Lee: Teaching English as an International Language, Oxford: Oxford University Press, 2002 Risager, Karen, Language and culture pedagogy: from a national to a transnational paradigm, Clevedon: Multilingual Matters Ltd, 2007 Sampedro, Ricardo and Susan Hillyard, Global Issues, Oxford: Oxford University Press, 2008 Tomalin, Barry & Stempleski, Susan: Cultural Awareness, Oxford: Oxford University Press, 2008 (Students are also encouraged to start reading the children’s literature listed in Module 6).

Study product 1 Assessment form: oral assessment An oral presentation including a multi-media product about an area, geographical or otherwise, in which English is an official language. Study product 1 should illuminate relevant history, culture and/or the evolution and use of the English language in relation to the area in question. There should be a clear indication in the presentation that the student has started to develop intercultural competency.

Module 2: Competency in teaching the four basic language skills 5 (ECTS) Contents In light of the rapid development of the subject, English must be expected to play an ever greater role and, at certain schools, outdo the country’s native language as teaching language. Consequently, the international education student should work with basic language teaching in school, including the four basic language skills (listening, speaking, reading and writing). Module 2 deals with theories and strategies on how to acquire and develop the four basic language skills in English as a first/additional language. 4

Aim The aim for the international education student is to acquire competency in teaching children with English as their first/additional language how to listen, speak, read and write in English.

Competencies The international education student should • • • • •

be able to understand the importance of an early acquired linguistic awareness in relation to the four basic language skills gain insight into the key areas of interlanguage analysis be able understand how children learn to read and write be able to organise the teaching in reading and writing be able to organise, implement and evaluate first/additional language teaching on the basis of the pupils’ linguistic preconditions and on the basis of an insight into relevant theories and research results

Suggested reading for Module 2 Collins, Beverley & Mees, Inger M.: Practical Phonetics and Phonology. A Resource Book for Students, London: Routledge, 2008 Harmer, Jeremy: How to Teach English (Speaking, Vocabulary, Writing), Essex: Longman, 2007 Harmer, Jeremy, How to Teach Phonetics, Essex: Longman, 2007 Harmer, Jeremy, How to Teach Vocabulary, Essex: Longman, 2007 Harmer, Jeremy: The Practice of English Language Teaching, Essex: Longman, 2007 House, Susan: An Introduction to Teaching English to Children, London: Richmond Publishing, 1997 Bowler, Bill: Timesaver. Pronunciation Activities, London: Mary Glasgow magazines, 2005 Hedge, Tricia, Writing, Oxford: Oxford University Press, 2010 Kelly, Gerald: How to Teach Pronunciation, Harlow: Longman, 2003 Livbjerg, Inge & Mees, Inger M.: Practical English Phonetics. Ny kontrastiv fonetik, Copenhagen: Det Schønbergske Forlag, 2002 Pinter, Annamaria: Teaching Young Language Learners, Oxford: Oxford University Press, 2006 5

Scrivener, Jim: Learning Teaching, Oxford: Macmillan, 2005

Study product 2 Assessment form: oral assessment An interlanguage analysis of a pupil’s current ability in one of the four linguistic areas. Moreover, the study product should contain suggestions for medium-term strategies to help the pupil to improve.

Module 3: The development of bilingual pupils’ communicative competency in English (5 ECTS) Contents Growing internationalization entails a greater need for communicating with the world beyond. Mainly, communicative competency implies having the ability to communicate what one wants to communicate. The students must master the target language in various situations: written as well as oral communication where one acts as both the sender and receiver of messages, or, to put it differently, speaking, listening, reading and writing. The language code must be mastered, and the different language elements must be organized in relation to each other. Language must be produced as a unified whole that befits its context. When communicating with others, one should be able to employ the means available for communicating one’s message. Module 3 deals with developing bilingual pupils’ communicative competency in English. The inclusive concept of communicative competency covers grammatical competency (morphology – syntax – lexis), discourse competency (oral communication – written communication), pragmatic competency (speech acts – pragma-linguistics – socio-pragmatics – pragmatic teaching and learning theory), and strategic competency (communicative strategies).

Aim The module aims at enabling the international education student to obtain communicative competency as well as to be able to teach communicative competency to bilingual pupils in English through different teaching and work forms. In addition, the international education student is to obtain knowledge of different evaluation forms. There will be a focus on the four basic language skills, and the module aims at enabling the international education student to be able to link these skills. 6

Suggested reading for Module 3 Armstrong, Thomas: Multiple Intelligences in the Classroom, Alexandria: ASCD Publications, 2009 Brown, H. Douglas, Principles of Language Learning and Teaching, New York: Longman, 2007 Brown, H. Douglas, Teaching by Principles – An Interactive Approach to Language Pedagogy, New York: Longman, 2007 Dörnyei, Zoltán & Schmidt, Richard: Motivation and Second Language Acquisition, Cambridge, Cambridge University Press, 2008 Harmer, Jeremy: How to Teach English (Speaking, Vocabulary, Writing), Essex: Longman, 2007 Harmer, Jeremy: The Practice of English Language Teaching, Essex: Longman, 2007 Hedge, Tricia: Teaching and Learning in the Language Classroom, Oxford: Oxford University Press, 2010 Jackson, Howard et al.: Words, Meaning and Vocabulary, London: Continuum Int. Publishing, 2007 Kagan, Spencer: Cooperative Learning, San Clemente: Resources for Teachers Inc., 2009 Lightbown, Patsy M. and Nina Spada, How Languages are Learned, Oxford Handbooks for Language Teachers, Oxford University Press, 2006 Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2003 Schmitt, Norbert: Vocabulary in Language Teaching, Cambridge: Cambridge University Press, 2007 Scrivener, Jim: Learning Teaching, Oxford: Macmillan, 2005 Willis, Jane: Doing Task-Based Teaching, Essex: Longman, 2009

Study product 3 Assessment form: written assessment In connection with module 3 the international education student must prepare a short written assignment (5 pages) including a written scheme of work implementing communicative 7

competencies and a combination of two or more of the four basic language skills: listening, speaking, reading and writing.

Module 4: Meta-language development and competency in linguistic analysis – part I (5 ECTS= Contents In a global society with frequent shifts of recipients, it is important to be able to express oneself appropriately in regard to established social forms, whether they are formal or informal, oral or written. The style should fit the receiver, situation, and type of text, and one must be able to employ a sufficient and precise vocabulary as well as a pronunciation that resembles a British or American accent. Furthermore, an awareness of different forms of spoken English must be acquired. In module 4, which is a precursor to module 5, specific focus will be on the development of the linguistic analysis competency of the international education student and subject-related educational competency. We will work with one of the core areas of the teaching subject: linguistic analysis (e.g. in terms grammar, pronunciation and vocabulary) and theories on meta-language development. The international education student will be trained in implementing linguistic analysis of the pupils’ language as well as in how to guide pupils in the development of their oral and written English.

Aim The module aims at enabling the international education student to obtain an understanding of metalanguage development for teaching purposes and to carry out linguistic analysis.

Competencies The international education student should • • •

be able to carry out a linguistic analysis of pupils’ language by means of a meta-language be able to guide pupils in their linguistic development gain insight into the International Phonetic Alphabet (IPA) and how it can be used

Suggested reading for Module 4 Brown, H. Douglas, Principles of Language Learning and Teaching, New York: Longman, 2007 8

Brown, H. Douglas, Teaching by Principles – An Interactive Approach to Language Pedagogy, New York: Longman, 2007 Cameron, Lynne: Teaching Languages to Young Learners, Cambridge: Cambridge University Press, 2005 Collins, Beverley & Mees, Inger M.: Practical Phonetics and Phonology. A Resource Book for Students, London: Routledge, 2008 Harmer, Jeremy, How to Teach English, Harlow: Longman, 2007 Harmer, Jeremy, How to Teach Grammar, Harlow: Longman, 2007 Harmer, Jeremy, How to Teach Phonetics, Harlow: Longman, 2007 Harmer, Jeremy, How to Teach Vocabulary, Harlow: Longman, 2007 Kelly, Gerald: How to Teach Pronunciation, Harlow: Longman, 2003 Thornbury, Scott: Beyond the Sentence. Introducing discourse analysis, Oxford: Macmillan, 2005 Thornbury, Scott: How to Teach Grammar, Harlow: Longman, 2004 Thornbury, Scott: Uncovering Grammar, Oxford: Macmillan, 2005 Ur, Penny: Grammar Practice Activities. A Practical Guide for Teachers, Cambridge: Cambridge University Press, 2009 Rinvolucri, Mario: More Grammar Games. Cognitive, affective and drama activities for EFL students, Cambridge: Cambridge University Press, 2005 Study product 4 Assessment form: oral assessment In connection with Module 4, the international education student must carry out an analysis of the language in a piece of written work produced by a less able, able and very able primary school pupil.

Module 5: Meta-language development and competency in language acquisition theory and method – part II (5 ECTS) Contents 9

In order to make a qualified choice of teaching materials and methods, the language teacher must possess basic knowledge of how language is acquired. It is not enough to focus on the product of language acquisition. The child must be at the centre and responsible for his or her own learning. This implies that it is necessary to focus on the language acquisition process. In module 5 we will expand on the knowledge of the English language with theories on metalanguage and the development hereof. Special focus in this module will be on theories of first/additional language acquisition, progression in language acquisition and communication strategies. Theories on language acquisition will be linked to theories on language and on subjectrelated didactics in order for the international education student to obtain an awareness of language and views of language acquisition. During the module the student must interpret and apply results of research and development work relevant to English as a first/additional language.

Aim The module aims at enabling the international education student to obtain an understanding of metalanguage development for teaching purposes and to become familiar with first/additional language acquisition theories and how to apply these.

Competencies The international education student should • • • •

gain a foundation to guide pupils in their linguistic development know and be able to use communication strategies be familiar with first/additional language acquisition theories be able to plan, carry out and evaluate first/additional language teaching on the basis of the pupil’s linguistic preconditions and on the basis of an insight into relevant theories and research results

Suggested reading for module 5 Armstrong, Thomas: Multiple Intelligences in the Classroom, Alexandria: ASCD Publications, 2009 Brown, H. Douglas, Principles of Language Learning and Teaching, New York: Longman, 2007 Brown, H. Douglas: Teaching by Principles. An Interactive Approach to Language Pedagogy, New York: Longman, 2007

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Cameron, Lynne: Teaching Languages to young Learners, Cambridge: Cambridge University Press, 2005 Dörnyei, Zoltán, Motivational Strategies in the Language Classroom, Cambridge: Cambridge University Press, 2008 Harmer, Jeremy: How to Teach English (Speaking, Vocabulary, Writing), Essex: Longman, 2007 Harmer, Jeremy: The Practice of English Language Teaching, Essex: Longman, 2007 Hedge, Tricia: Teaching and Learning in the Language Classroom, Oxford: Oxford University Press, 2010 Lightbown, Patsy M. & Spada, Nina: How Languages are Learned, Oxford: Oxford University Press, 2006 Mitchell, Rosamond & Myles, Florence: Second Language Learning Theories, London: Oxford University Press, 2004

Study product 5 Assessment form: written assessment In connection with module 5 the international education student must prepare a short written assignment (5 pages) including a written scheme of work based on the following themes: first/additional language acquisition, progression in acquisition or the development of communicative competencies.

Module 6: Teaching genre and literature knowledge in the primary school (5 ECTS) Contents The content of module 6 includes planning, analysing and assessing English language teaching with a view to different age groups, story-telling and drama, reading aloud and presentation. Children’s literature, picture analysis, film genres, computer games and knowledge of genre and media will be included in this module.

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Aim The module aims at enabling the international education student to be able to teach culture, genre, literature and language as an integrated whole, in various ways and by means of different methods and approaches. Competencies The international education student should • • • •

be able to communicate confidently, appropriately and creatively in English in various genres and media be able to apply subject-related didactical knowledge in correlation with extra-curricular tasks related to literature gain an insight into children’s classics and understand the importance of a continuous interest in literature be able to select and analyse texts for the primary school in various genres and media

Suggested reading for Module 6 Abrams, M.H: A Glossary of Literary Terms, London: Harcourt Brace College Publishers, 2009 Abrams, M. H.: The Norton Anthology of English Literature; Fourth Edition Volume 1, 1979 Abrams, M. H.: The Norton Anthology of English Literature; Fourth Edition Volume 2, 1979 Abrams, M. H.: The Norton Anthology of English Literature. Audio Companion + 2 CD-rom, 2001 Abrams, M. H.: The Norton Anthology of English Literature. Media Companion + CD-rom, 2003 Beach, Richard: Teaching Literature to Adolescents, Illinois: National Council of Teachers of English, 2006 Brown, Douglas, Language Assessment. Principles and Classroom Practices, San Francisco: Longman, 2004 Delaney, Denis et al.; Fields of Vision 1, Harlow: Longman, 2008 Delaney, Denis et al.; Fields of Vision 2, Harlow: Longman, 2008 Duff, Alan & Maley, Alan: Literature, Oxford: Oxford University Press, 2007

Dörnyei, Zoltán & Ushioda, Ema: Teaching and Researching Motivation, London: Longman, 2011 Eco, Umberto: Six Walks in the Fictional Woods, Massachusetts: Harvard University Press, 1995 Freund, Elisabeth: The Return of the Reader. Reader-response criticism, London: Routledge, 2003 Harmer, Jeremy: The Practice of English Language Teaching, Essex: Longman, 2007 12

Hedge, Tricia: Teaching and Learning in the Language Classroom, Oxford: Oxford University Press, 2009 Kramsch, Claire: Context and Culture in Language Teaching, Oxford: Oxford University Press, 1994 Kumaravadivelu, B.: Understanding Language Teaching. From Method to Postmethod, London: Routledge, 2009 Lazar, Gillian: Literature and Language Teaching. A Guide for Teachers and Trainers, Cambridge: Cambridge University Press, 2004 Risager, Karen: Language and Culture Pedagogy, Clevedon: Multilingual Matters, 2007 Selden, Raman et al.: A Reader’s Guide to Contemporary Literary Theory, Pearson Longman: London, 2005 Widdowson, Peter: The Palgrave Guide to English Literature and its Contexts, 1500-2000, Palgrave Macmillan: New York, 2004

Study product 6 Assessment form: written assessment In connection with module 6 the international education student must prepare a short written assignment (5 pages) including a scheme of work implementing teaching literature, genre and media.

Educational activities – Teaching forms in all modules Teaching is carried out as a mixture of teacher presentations, student presentations with subsequent feedback, class and group discussions, pair and group work, exercises, case work, and analyses of the study material. The study material is also put into perspective in relation to practice and empirical experiences. The subject is intended to connect with the other subjects as well as with the student’s teaching practice. The triad of subject, theory and practice will be the main thread through all modules. Both practical and theoretical studies will be carried out. The subject will be linked to other subjects in the International Teacher Education and the student’s teaching practice. Positive interaction, responsibility for own learning and an active participation in groups as well as individually are expected all through the modules. 13

The exam in the subject of English after year one comprises a written as well as an oral part: Written exam (time allocation: 3 hours) The examination is organized in two phases: 1. Preparation 24 hours of preparatory work on the basis of hand-out text material. The student must bring this text material with him/her to the exam proper. During the preparation period all aids are permitted. Education college teachers are not permitted to render supervision during the preparatory work.

2. The written examination The examination takes place at the college and will be invigilated. The assignment for the text material handed out at the beginning of the preparation period will be handed out at the start of the written examination. During the examination all forms of printed/written aids and notes may be used. However, PC usage depends on local college regulations. No form of communication, including internet usage, is permitted during the exam.

Requirements for the written exam The written exam is an individual exam. Within the allocated time limit each student works out his or her individual answer to the set question(s). The student is permitted to cite text passages (e.g. sources, the student’s own notes, or text passages prepared before the examination, for instance during the preparation period).

Assessment criteria The criteria are not listed in order of priority. Depending on the types of assignment and relevance of individual criteria, they all form part of the overall assessment. • • • • 14

Evidence of an understanding of the central attitudes, opinions, and emotions of the given texts. Consciousness of the target group. A conscious use of genre. Focus and emphasis, including a clear presentation of viewpoints and lines of argument.

• • •

Coherence and cohesion. Semantic preciseness in regard to register, idiomatic expressions, and collocations. Correct grammar, spelling, and punctuation.

1 page is defined as 2600 characters (= letters, punctuation marks, and spaces). During the exam all types of printed/written aids and notes may be used. Internet usage and network communication are not allowed in any form. All quotations should be referenced. This also applies to texts and other material produced during the preparation period, whether individually or in groups.

Assessment: The 7-step-scale / the ECTS grading scale (The European Commission). Only one mark for the written exam will be given. The student will be assessed against the C1 criteria (cf. CAE: Certificate of Advanced English). Language: English

Oral exam The student chooses a module and prepares a short presentation in which the student demonstrates his/her competencies within this particular module and illustrates how the module is related to one or more of the eight general competencies. The presentation forms the starting point and the basis of the oral exam, but the student can be tested in all the areas of the subject of English described in the six modules. The student is encouraged to draw on materials from his/her portfolio and may bring a multimedia product in support of the presentation as well as any teaching material produced by the student. Examination time: 45 minutes. Assessment: The 7-step-scale / the ECTS grading scale (The European Commission). Only one mark for the oral exam will be given. The student will be assessed against the C1 criteria (cf. CPE: Certificate in Proficiency in English). Language: English

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Entry Requirements – English To ensure that students’ ability in English is of a high enough level for them to access this course, an entry level of B2 (according to The Common European Framework of Reference for Languages corresponding to the ESOL Examinations of Cambridge University, FCE: First Certificate in English) is a prerequisite. Prospective students must produce evidence (a valid certificate) of this level, for example: • • •

IELTS 5.5 TOEFL (IBT) 65 - 78 Cambridge First Certificate in English (FCE)

Certificate of English Besides providing a valid certificate (see above), students can also provide evidence of the required B2 level in a different way of their own choice. This may e.g. be in the form of written work or extended periods of employment or volunteer work where the main language has been English.

Exam Requirements after the First Year – English At the end of the first year the students must show that they have achieved a level of C1 (according to The Common European Framework of Reference for Languages corresponding to the ESOL Examinations of Cambridge University, CAE: Certificate in Advanced English) will be required at the final oral and written exams after year one. This could be, for example: • • •

IELTS 6.5 TOEFL 79 - 95 Cambridge Certificate in Advanced English (CAE)

For those who do not reach the desired level after year one, tutoring and the opportunity of a further test will be offered. By the end of year one the student should be: -

An inquisitive participant i.e. education competent by having acquired an adequate picture of the professional practice of (international) primary schools.

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Students must have successfully passed CAE. They may take the exam several times throughout the year, the final opportunity being in August, at the end of the first year. Study towards CAE is on a self-study basis with set texts and on-line support (e.g. www.flojoe.co.uk) Students may negotiate with individual lecturers for additional support.

If students do not achieve the required level, they will be offered support. 16

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Account of the reflection of the general competencies (cf. Annex 3: Matrix Subjects – Competencies) in the subject of English Interpersonal competency An interpersonal competency will be achieved in modules 2, 3 and 6. In M2 we shall work with pedagogical aspects of reading in pair and group work. Topics such as emotional support, peer relations, and the importance of optimal social and personal relations in reading and writing classes will be treated. In M3 we shall work with the concept of communicative competency with all its sub-components such as social, discourse, pragmatic and strategic competencies. Both the three competency-factors ‘feasibility’, ‘appropriateness’, and ‘accepted usage’ concerning using the language in an appropriate way in various interpersonal contexts and the significance of the ‘interactive clarification and negotiation of meaning’ in The Interactionist Information Processing Theory will be studied. In M6 we shall work with interpersonal competency through various ways of working with literature e.g. by dealing with ‘reader-response’/’reception aesthetics’, ‘interpretation communities’, and reading theatre/reader’s theatre. The importance of interpersonal competency will also be treated in various ways in relation to subject-related educational studies through e.g. ‘classroom management’.

Pedagogical competency A pedagogical competency will be achieved in modules 5 and 6. In M5 and M6 we shall work with pedagogical competency in relation to competencies in planning, carrying out and evaluating first/additional language teaching. We shall look at various pedagogical theories, concepts and aspects such as different teacher roles, learning views (cognitive, linguistic, and social approaches), work forms including methods and approaches, classroom management, ‘classroom dynamics’, learning environments (learner-centered versus teacher-led), learning strategies, remedial English teaching and pupils with special needs and pedagogical problems.

Subject knowledge and methodological competency A subject knowledge competency will be achieved through all the subject matters/learning contents of the different modules (modules 1-6). Each single module, complementing each other, with its aims and learning outcomes will contribute to solid subject knowledge (both declarative / explicit knowledge and procedural / implicit knowledge) in the subject of English.

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A methodological competency will be achieved in M5 and M6 through working with different language learning and language teaching methods, techniques and approaches.

Organizational competency An organizational competency will be achieved in modules 5 and 6. In M5 and M6 we shall work with different organizational aspects of the learning environment such as group work, pair work, different ‘classroom dynamics’, cooperative learning, TBL (task-based learning), story line, outdoor learning, reader’s theatre/reading theatre, the ethnographical approach, and learner autonomy.

Competency of collaboration with colleagues A competency of collaboration with colleagues will be achieved in modules 1 and 6. In M1 and M6 we shall work with cross-curricular projects (e.g. in collaboration with subjects such as Art and Culture and Educational Studies) in which English can be an equal and reasonable ‘collaborator’ with other subjects.

Competency for collaboration with the working environment A competency of collaboration with the working environment will be achieved in modules 5 and 6. In M5 and M6 we shall invite guest teachers, school classes, sparring partners and practitioners from the practice field with whom we will cooperate.

Competency of reflection and development A competency of reflection and development will be achieved in module 6. In module 6 we shall work with reflection (Bloom’s Taxonomy), meta-reflection, development, progression, language views (structural, functional, formal and communicative views), and both summative and formative evaluation forms through e.g. log books, journal writing, and language portfolios. We shall look at principles and guidelines for evaluating and designing assessment procedures (e.g. self- and peer, computer-based, adaptive, narrative assessment) as well as tools for evaluating pupil performances including both standardized tests and standard-based assessment.

Intercultural competency 19

An intercultural competency will be achieved in modules 1, 3 and 6. In M1, M3 and M6 we shall work with culture, intercultural competency, acculturation, work forms such as ‘the pupil as ethnographer’, and intercultural communicative competency, the latter regarded as a sub-competency within the concept of communicative competency. We shall work with culture in English-speaking countries and with the concept of the so-called ‘intercultural speaker’ as opposed to the idealized ‘native speaker’. We shall work with the concept of intercultural communicative competency as a four-part entity containing knowledge, attitudes, behavior, and skills. In order to communicate interculturally, some factual knowledge, an attitude of curiosity and openness (i.e. no stereotypes / no prejudices, but an ability to ‘decentre’), an appropriate behaviour (politeness, etiquette, manners and level of formality), and skills (interaction, interpretation, translation, discovery and mediation skills) are needed. Through M1, M3 and M6 it is the aim to establish a ‘sphere of interculturality’: Understanding a foreign culture requires putting that culture in relation with one’s own, and it includes a reflection both on the target culture and on the native culture.

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