English Linguistics for Teachers for grades 1.-7. (MGL1032)

English Linguistics for Teachers focuses on several broad topics within the field of English phonetics and phonology, grammar and pragmatics. In terms of phonology, the central course components include consonant and vowel production in the two model accents (Received Pronunciation and General American) and suprasegmental features: stress, rhythm and intonation. In addition, a significant aspect is work on phonemic transcription, which is used as an awareness raising and learning tool. When it comes to grammar, the course focuses on word classes and phrases, various clause/sentence types and sentence elements. Special attention will be devoted to the areas of English grammar and usage that may prove challenging for Norwegian learners of English. Finally, the course will explore some links between cultural conventions and language use in various contexts, specifically focusing on the realization and interpretation of speech acts in English. The main goals of the pragmatics component of the course will be to raise the students' awareness of the cultural differences in the perceptions of politeness, and the challenges involved in understanding, mastering and teaching pragmatics in a second/foreign language.

Due to the relevance of the concepts introduced during the course for the students' overall communicative competence, throughout the course attention will be given to the students' ability to apply the theoretical knowledge to improve their own language competence and their English teaching skills.

Knowledge

At the end of the course, the student will have a basic knowledge of:

• The English sound system, with a focus on similarities and differences between English and Norwegian consonants and vowels
• The main differences between British English and American English pronunciation (based on the model accents Received Pronunciation and General American)
• The main functions and uses of English intonation 
• The grammatical structure of the English language
• The major points of difficulty in English grammar and usage for Norwegian learners of English
• Cultural conventions for language use in various contexts, with a focus on English speech acts 

Skills

At the end of the course the students should be able to:

• Explain how English sounds are articulated and discuss the main functions of intonation in English
• Distinguish between British and American English accents and describe the main differences between them (based on the model accents Received Pronunciation and General American)
• Explain the major points of difficulty in English phonology for Norwegian learners of English
• Describe and explain English grammar and usage for Norwegian learners of English
• Explain the link between cultural conventions and language use in various contexts, with a focus on English and Norwegian speech acts
• Apply their knowledge of English phonology, grammar and pragmatics to the English classroom and provide differentiated instruction, including using digital tools to foster pupils' learning
• Be a good role model for the pupils, using oral and written English confidently and functionally and adapting language use to the target group in different situations.

General competencies

The student:

• Can use oral and written English confidently and functionally
• Can apply their knowledge of English phonology, grammar and pragmatics to further develop their own language competence
• Can reflect on their own growth as language teachers by using the EPOSTL so that they can chart their own development and progress both as language learners and teachers

1. Students must attend a minimum of 70% of all lectures and seminars. Students may be asked to cover any topics missed by completing additional course work.
2. Course assignments for seminars need to be completed regularly.

Students who have one or more assignments not approved at first submission, will be given one more submission opportunity in a new and improved version.

Fagperson(er)

Placement coordinator:

Study Program Director:

Placement coordinator:

Course coordinator:

Course teacher:

Study Adviser:

Course teacher:

This course will utilize a combination of lectures, seminars and workshops. Varied teaching methodologies will be employed, including, for example, experiential learning, cooperative learning and flipped classroom. Much of the course content is not age specific and for that reason most topics will be presented to both groups at the same time. However, some of these topics may be contextualized and discussed at a deeper level in separate MGL1-7 & MGL5-10 seminar groups. In addition, opportunities will be given for students to work on individual and group assignments in study groups.

Suggested division of work

Lectures & preparation for lectures: 44hrs + 88hrs = 132hrs

Seminar groups, preparation, (individual or group) assignments: 44hrs + 88hrs = 132hrs

Group meetings: 33hrs

Mid-term + pair/group assignment: 3hrs + 3hrs = 6hrs

Take-home exam: 12hrs

School practice: 15days: 30hrs

Self-study: 67hrs

Total: 412hr

Obligatory

Dypedahl, M. (2018). Introducing English grammar (3rd ed.; H. Hasselgård, Red.). Bergen: Fagbokforl.

Ishihara, N., & Cohen, A. D. (2010). Teaching and Learning Pragmatics:Where Language and Culture Meet (1 ed.).

Nilsen, T. S. (2010). English pronunciation and intonation : British, American and world Englishes (3rd ed.). Oslo: Universitetsforl.

Obligatory reference books

Swan, M. (2016). Practical English usage (Fully revised fourth edition). Oxford: Oxford University Press.

Wells, J. C. . (2008). Longman pronunciation dictionary (3rd ed.). Harlow: Pearson/Longman.

Recommended teaching resources

Gunter Gerngross, H. P. (2006). Teaching Grammar Creatively with CD-ROM. Cambridge University Press.

Hancock, M. (1995). Pronunciation games. Cambridge: Cambridge University Press.

Peter Watcyn-Jones. (2001). Grammar games and activities : 1 (New, [2nd] ed., Bd. 1; Deirdre Howard-Williams, Red.). Harlow: Pearson Education.

Caroline Nixon. (2005). Primary pronunciation box : pronunciation games and activities for younger learners (Michael Tomlinson, Red.). Cambridge: Cambridge University Press.

Watcyn-Jones, P. (2001). Vocabulary games and activities 1 (New, [2nd] ed., Bd. 1). Harlow: Pearson Education.