Syllabus for course at first level

Transkript

1 Syllabus for course at first level Swedish as a Second Language for Adult Learners I Svenska som andraspråk för vuxna I 30.0 Higher Education Credits 30.0 ECTS credits Course code: US112P Valid from: Spring 2011 Date of approval: Department Institutionen för språkdidaktik Main field: Specialisation: Education in Languages and Language Development G1F - First cycle, has less than 60 credits in first-cycle course/s as entry requirements Decision This syllabus was approved by the Board of the Faculty of Humanities on November 10, 2010, and approved as part of the Teacher Education Programme by the Faculty Board of Teacher Education on November 22, Prerequisites and special admittance requirements In order to be eligible for this course, students must have received a passing grade on the course Introduction to Language and Language Education (15 credits), or equivalent. Course structure Examination code Name Higher Education Credits UTBI Education in Swedish as a Second Language for Adults 7.5 GJÄM Swedish Grammar in a Cross-Linguistic Perspective 10.5 GDID Swedish Grammar in a Didactic Perspective 1.5 VFU1 In-Service Training 3 UJÄM Swedish Pronunciation in a Cross-Linguistic Perspective 6 UDID Swedish Pronunciation in a Didactic Perspective 1.5 Course content The content and teaching methods of the course have an adult perspective throughout. The constantly changing conditions of these types of education and the heterogeneity of the student groups are highlighted. Course unit 1: Education in Swedish as a Second Language for Adults, 7,5 credits This course unit deals with training in Swedish for Immigrants (SFI) and Basic Adult Education from a historical and contemporary socio-political perspective. The training programmes and teachers' conditions and tasks are examined on the basis of how they are expressed in policy documents, in organisational conditions which include the responsibilities and objectives of the interested parties, and in the official debate. The course unit highlights migration processes and migration policies from a social and individual perspective. It also looks at cultural-theoretical concepts (e.g. class, gender, ethnicity, ethnocentrism, racism, discrimination, interculturality, assimilation, integration, identity, power, empowerment and agency) in relation to the types of education and the teaching role in order to develop the understanding of the form and This is a translation of the Swedish original Page 1/6

2 possibilities of these activities. Course unit 2: Swedish Grammar in a Cross-Linguistic and Didactic Perspective, 15 credits (whereof 3 credits In-Service Training) This course unit deals with the structure of the Swedish language on different levels (morphology, syntax, discourse, lexicon and pragmatics) from an interlinguistic and typological perspective, paying special attention to specific linguistic challenges in Swedish. Important aspects of the development of communication skills in adult second-language learners are discussed, as are grammatical tools for analysis and assessment of a second language in development. In addition, linguistic genres are introduced on the basis of a functional view of language. The course unit also includes a survey of dictionaries, grammar handbooks and other language resources. It also discusses language norms in relation to linguistic variation. The course unit has a language education perspective. It includes a critical examination of the language in practical language exercises in both traditional and digital teaching aids that are used in the teaching of Swedish as a second language in these types of education. The course unit includes an internship component worth 3 credits. During the internship, students will develop their skills in teaching adult second-language learners, focusing on a designated or planned linguistic structure. Based on these experiences, students will write a didactic report in which they reflect upon their own ability to carry a meta-linguistic dialogue in their teaching. Course unit 3: Swedish Pronunciation in a Cross-Linguistic and Didactic Perspective, 7,5 credits This course unit deals with Swedish pronunciation from an interlinguistic and typological perspective. The course unit highlights challenges that second-language learners may encounter in their pronunciation training. Analyses of second-language pronunciation in authentic spoken material are included. The course also deals with the relationship between writing, spelling and pronunciation. The relationship between the pronunciation norm and functional pronunciation of the target language is discussed. Learners' understanding of different varieties of spoken Swedish is highlighted. The course unit also discusses teaching students' awareness of their own pronunciation and its significance for pronunciation teaching. The course unit focuses on educational perspectives on Swedish pronunciation adapted to different student groups. Attention is also given to teaching aids used in pronunciation teaching. Learning outcomes Having completed the course the student has demonstrated an ability to - act in accordance with the training programmes core values and democratic assignment - reflect upon their choice of profession, teaching and learning, based on theoretical perspectives and their own experiences from this constantly changing work - cooperate with the staff - lead the work in a group of adult second-language students and show commitment and interest in their conditions and needs - describe the role and task of the training programmes from a historical and contemporary perspective, as well as the influence of authorities and other parties on the conditions, design and quality of these training programmes - discuss how attitudes, values and approaches to adult immigrants, immigration, language and the labour market may influence the encounter with ingrained thought patterns, and what consequences this might have for the teaching of Swedish as a second language - identify and explain central aspects of cultural theory, language policy and language ideology, attitudes to language and language issues in society, and discuss possible connections between such aspects - give an account of the Swedish language system from an interlinguistic perspective and discuss communicative language skills in relation to challenges that second-language learners may encounter in their production and understanding of Swedish - analyse the pronunciation of authentic spoken material - give an account of the relationship between writing, spelling and pronunciation, especially from a secondlanguage perspective - discuss the relationship between target language norm and functional aspects of language use, and reflect upon their own pronunciation and its significance for pronunciation teaching - analyse lessons and teaching aids in Swedish as a second language on the basis of subject didactics, and connect this to policy documents concerning education in Swedish as a second language for adult learners This is a translation of the Swedish original Page 2/6

3 - motivate, plan, evaluate and document teaching in Swedish as a second language, with a focus on a specific language structure, on the basis of the school s policy documents Education Instruction is given in the form of lectures and seminars. More detailed information is provided in the study guide. Participation in the teaching sessions and attendance to the internship are mandatory and required for examination. Forms of examination a. The course is assessed on the basis of oral and written assignments, including examinations. More detailed information is provided in the study guide. b. Grades are given according to a criterion referenced seven-point scale: A = Excellent B = Very Good C = Good D = Satisfactory E = Adequate Fx = Insufficient F = Fail The internship will be assessed using the grades Pass or Fail. c. The grading criteria for this course are to be distributed at the beginning of the course. d. In order to pass the course, the grade E or higher is required on all course units, along with a fully completed internship. e. If students fail a course unit, they are allowed to retake the examination up to four times, as long as the course is still provided. Students who receive a grade of E or higher or Pass on examinations using the grades Pass or Fail may not retake the examination to attain a higher grade. Students who fail their internship are entitled to go through another internship period, but no more than two internships in total. Students who receive the grade Fx or F or Fail on examinations using the grades Pass or Fail twice by the same examiner are entitled to have another examiner appointed to determine the grade on the examination, unless there are any specific reasons against it. Such a request should be addressed to the Board of the Department. Interim When the course is no longer offered or its contents have been essentially revised, the student has the right to be examined according to this course syllabus once per semester for a threesemester period. However, the restrictions above still hold. Limitations This course may not be included in a degree together with a course, taken in Sweden or elsewhere, of identical or partially similar content. Misc This course constitutes the second semester of the specialisation Swedish for Immigrants (SFI), Basic Adult Education, Language and Social Studies (270 credits), in the Teacher Education Programme. The course coordinator is the Department of Language Education, and the course is provided in cooperation with the Centre for Research on Bilingualism. Required reading Course unit 1: Education in Swedish as a Second Language for Adults, 7,5 credits Akbari, Ramin (2008). Transforming lives: introducing critical pedagogy into ELT classrooms. ELT Journal.Vol. 62. Nr 3. Ss (ca 7 s.) Carlson, Marie (2003). Svenska för invandrare brygga eller gräns? Syn på kunskap och lärande inom sfiundervisningen. Lund: Studentlitteratur. (ca 69 s.) Cooke, Melanie (2006). When I wake up I dream of electricity ; the lives, aspirations and needs of adult This is a translation of the Swedish original Page 3/6

4 ESOL learners. Linguistics and Education 17. Pp (ca 16 s.) Elmeroth, Elisabeth (2008). Etnisk maktordning i skola och samhälle. Lund: Studentlitteratur. (ca 100 s.) Forsberg, Ingrid, Henriksson, Agnes, Krantz Vesterberg, Olivia & Sandblad, Moa (2010). Svenska för invandrare myterna och verkligheten. Examensarbete i journalistik. Göteborgs universitet, JMG, Institutionen för journalistik, medier och kommunikation. (ca 15 s.) Franzén, Elsie (2001). Att bryta upp och byta land. Stockholm: Natur och kultur. (176 s.) Lindberg, Inger (2004a). Andraspråksinlärning som individuellt och kollektivt projekt. I: Melander, Björn m.fl. (red.). Svenskans beskrivning 26. Uppsala: Hallgren & Fallgren. (ca 14 s.) Lindberg, Inger (2004b). Andraspråksresan. Stockholm: Folkuniversitetet. (ca 41 s.) Lindberg, Inger & Sandwall, Karin (2007). Nobody s darling? Swedish for adult immigrants: A critical perspective. Prospect. Vol. 22. Nr. 3. (ca 13 s.) Lindberg, Inger & Sandwall, Karin (kommande). Andraspråksundervisning för vuxna invandrare. I: Vetenskapsrådet. Flerspråkighet en forskningsöversikt (preliminär titel). (ca 33 s.) Mathiasson, Leif (red.) (2004). Utanförskap och gemenskap en antologi om rasism, mångkultur och religion. Stockholm: Lärarförbundets förlag. (ca 15 s. enligt lärares anvisningar) Milani, Tommaso (2010). Den svenska mediedebatten om språkkrav för medborgarskap ur ett språkideologiskt perspektiv. Nordand. Nordisk tidsskrift for andrespråksforskning. Årgång 5. Nr 1. (ca 15 s.) Nationellt centrum för svenska som andraspråk (2007). Den ämnesteoretiska kunskapsbasen för sfiläraruppdraget. Om professionalitet, professionalisering och behovet av formell utbildning för sfi-lärare. Hämtad : (ca 15 s.) Norton, Bonny (2000). Identity and language learning. Gender, ethnicity and educational change. London: Longman. (ca 20 s.) Pripp, Oscar (2004). Den segregerade välviljan kultur som makt. I: Olofsson, Mikael (red.). Symposium Arena andraspråk. Nationellt centrum för sfi och svenska som andraspråk. HLS förlag. (13 s.) Skolinspektionen (2010). Svenskundervisning för invandrare en granskning av hur undervisningen utformas efter deltagarnas förutsättningar och mål. Hämtad : (ca 30 s.) Skolverket (2003). En studie av grundläggande vuxenutbildning i tjugo kommuner. Intern Rapport Elektronisk fil tillhandahålles i samband med kursstart. (25 s.) Wellros, Seija (2004). Språk och kultur i undervisningen i svenska för vuxna invandrare. I: Hyltenstam, Kenneth & Lindberg, Inger (red.). Svenska som andraspråk i forskning, undervisning och samhälle. S Lund: Studentlitteratur. (ca 30 s.) Zaremba, Maciej (2009). I väntan på Sverige. Artikelserie publicerad i Dagens Nyheter. (ca 5 s. enligt lärares anvisningar): Ca 200 s. skönlitteratur enligt lärares instruktioner. Artiklar (ca 20 s.) och program från media om sfi-utbildningen. This is a translation of the Swedish original Page 4/6

5 Ca 50 s. aktuella utredningstexter, styrdokument och artiklar. Ca 20 s. dokument från olika kommunala myndigheter och förvaltningar, individuellt inhämtade under fältstudier. Referenslitteratur: Styrdokument. Statistik från SCB och Skolverket. Course unit 2: Swedish Grammar in a Cross-Linguistic and Didactic Perspective, 15 credits Abrahamsson, Tua & Bergman, Pirkko (red.) (2005). Tankarna springer före att bedöma ett andraspråk i utveckling. Stockholm: HLS förlag. Enligt lärarens anvisningar. (Första och sista delen samt Olofsson; ca 50 s.) Andersson, Lars-Gunnar (2001). Språktypologi och språksläktskap. Stockholm: Liber. (ca 90 s.) Axelsson, Monica (1995). En studie av hur vuxna inlärare av svenska som andraspråk utvecklar nominalfrasen och tillägnar sig bestämdhet. I: Kalin, Maija & Latomaa, Sirkku (red.). Nordens språk som andraspråk 3. s Jyväskylä: Jyväskylä universitet. (10 s.) Bolander, Maria (2005). Funktionell svensk grammatik. Stockholm: Liber. (236 s.) Bolander, Maria (2005). Funktionell svensk grammatik. Övningsbok. Stockholm: Liber. (75 s.) Ekerot, Lars-Johan (1995). Ordföljd, Tempus, Bestämdhet. Malmö: Gleerups Förlag. (Ca 100 s. enligt lärarens anvisningar) Enström, Ingegerd (2004). Ordförråd och ordinlärning med särskilt fokus på avancerade inlärare. I: Hyltenstam, Kenneth & Lindberg, Inger (red.). Svenska som andraspråk i forskning, undervisning och samhälle. Lund: Studentlitteratur. (s ) Garlén, Claes & Sundberg, Gunlög (2008). Handbok i svenska som andraspråk. Stockholm: Norstedts akademiska förlag. (Valda delar enligt lärarens anvisningar; ca 170 s. + uppslagsdel) Källström, Roger (1992). Hennes nyai bilarihennes. Om kongruens i svenska och andra språk. I: Widmark, Gun m.fl. (utg.). Svenska i harmoni. Fyra uppsatser om kongruens, s Uppsala: Hallgren & Fallgren Studieförlag. (28 s.) Lindberg, Inger (1997). Apropå barn och badvatten om grammatik och fokusering på form i dagens språkundervisning. I: Andersson, Anders-Börje m.fl. (red.). Svenska som andraspråk och andra språk. Festskrift till Gunnar Tingbjörn. Göteborg: Institutionen för svenska språket, Göteborgs universitet. (18 s.) Lundin, Katarina (2009). Tala om språk. Grammatik för lärarstuderande. Lund: Studentlitteratur. (187 s.) Olofsson, Mikael (2010). Symposium 2009 Genrer och funktionellt språk i teori och praktik. Stockholms universitets förlag. (Artiklar av Holmberg, Finlayson, Schleppegrell, de Silva Joyce, Burns samt Olofsson; ca 100 s.) Philipsson, Anders (2004). Svenskans morfologi och syntax ur ett andraspråksperspektiv. I: Hyltenstam, Kenneth & Lindberg, Inger (red.). Svenska som andraspråk i forskning, undervisning och samhälle. Lund: Studentlitteratur. (ca 30 s.) Viberg, Åke (1990). Bisatser i inlärarperspektiv. I: Tingbjörn, Gunnar (utg). Andra symposiet om svenska som andraspråk i Göteborg 1989, s Stockholm: Skriptor Förlag. (25 s.) Viberg, Åke (2004). Lexikal utveckling i ett andraspråk. I: Hyltenstam, Kenneth & Lindberg, Inger (red.). Svenska som andraspråk i forskning, undervisning och samhälle. Lund: Studentlitteratur. (s ) Viberg, Åke (2008). Svenskans lexikala profil - en uppdatering. I: Nordman, Marianne m.fl. (red.) Svenskans beskrivning 29. Vasa: Svensk-österbottniska samfundet. (8 s.) This is a translation of the Swedish original Page 5/6

6 Viberg, Åke, Ballardini, Kerstin & Stjärnlöf, Sune (1986). Mål. Svensk grammatik på svenska. Stockholm: Natur och Kultur. (180 s.) Därtill kommer ca 50 s. kurslitteratur som tillhandahålles av läraren. Referenslitteratur: Grammatiska uppslag: (Grundläggande grammatisk terminologi) Skolverket (2010). Kursplan för SFI. Skolverket (2010). Svenskundervisning för invandrare bedömningsmaterial. Åström, Kenneth (red.) (2007). Termlexikon i språkvetenskap. Lund: Studentlitteratur. Course unit 3: Swedish Pronunciation in a Cross-Linguistic and Didactic Perspective, 7,5 credits Bannert, Robert (1990, 1994, 2004). På väg mot svenskt uttal. (inkl. kassettband el. CD). Lund: Studentlitteratur. (162 s.) Engstrand, Olle (2007). Fonetik light. Lund: Studentlitteratur. (135 s.) Garlén, Claes (1988). Svenskans fonologi. Lund: Studentlitteratur. (232 s.) Garlén, Claes & Sundberg, Gunlög (2008). Handbok i svenska som andraspråk. Stockholm: Norstedts akademiska förlag. (Valda delar enligt lärarens anvisningar) Kjellin, Olle (1978, 1992). Svensk prosodi i praktiken. Instruktioner och övningar i svenskt uttal, speciellt språkmelodin. Uppsala: Hallgren & Fallgren Studieförlag. (191 s.) Rosenqvist, Håkan (2007). Uttalsboken svenskt uttal i praktik och teori. Stockholm: Natur & Kultur. (96 s.) Därtill kommer ca 50 s. kurslitteratur som tillhandahålles av läraren. Referenslitteratur: Åström, Kenneth (red.) (2007). Termlexikon i språkvetenskap. Lund: Studentlitteratur. This is a translation of the Swedish original Page 6/6