For students in: Teacher Education
At: Campus Carlsberg, Copenhagen
Period: Spring and autumn
This module addresses the following issues: How is language learnt? How does language develop? What are communicative skills? How do communication and language acquisition connect? How are language acquisition and communication skills best described? What is the teacher’s role as a language guide? How does the teacher plan lessons that facilitate language acquisition? What is the connection between methodology, theory of learning, language approach and actual teaching?
The point of departure is language skills areas, discourse competence, strategic competence and learning. The focus will be on “processes” as a dynamic hub of language and language development, e.g. hypothesis formation, reading strategies, communication strategies.
The following issues will be central:
- The skills: listening, reading, writing, speaking to, and communicating with others, seen in the light of communicative competences, including the use of strategies in communication and learning.
- Interlanguage development seen in relation to pupils’ preconditions and potential for learning, learning strategies and individual roads to language acquisition and learning.
- Setting objectives, practical planning of varied ways of working, IT, teaching materials, assessing and giving feedback on interlanguage – with a view to differentiation and inclusion.
- Paradigmatic shifts in language teaching and the connection between methodology, the philosophy of learning and educational planning based on current national and international regulations.
The student’s own mastery of English in relation to the target areas of the module is continually developed and assessed.