Faculty Board of Humanities and Social Sciences School of Language and Literature

Transkript

1 Course syllabus Faculty Board of Humanities and Social Sciences School of Language and Literature GI1111 Inriktning Svenska för grundskolans senare år och för gymnasieskolan I, 1 30 hp, 30 högskolepoäng Swedish directed towards teaching and learning in secondary school I, 1 30 hp, 30 credits Main field of study Comparative Literature Subject Group Swedish/Nordic Languages Level of classification First Level Progression G1N Date of Ratification Approved by Organisational Committee The course syllabus is valid from spring semester 2010 Prerequisites To be eligible for this specialization, the student must be admitted to the teacher education program with specialization in Swedish. Expected learning outcomes After completing the course, students should: have acquired knowledge and skills that can be used for helping and evaluating pupils in secondary schools in the development of their language and reading skills with regards to factors such as age, class, sex and ethnicity, independently as well as together with others be able to plan, conduct, evaluate and develop the teaching of Swedish in accordance with relevant regulations and guidelines for secondary schools, have further knowledge regarding grading and assessment in accordance with relevant regulations and guidelines for secondary schools, be familiar with the different texts (fiction, non fiction, film, drama, etc.) that children and young people read and encounter within as well as outside of schools, have increased knowledge of linguistic structures and linguistic expressions, be able to problemize the relationship between the development of language and knowledge, have developed a comprehensive perspective of Swedish as a subject through integration of the subject s comparative literature and linguistic components,

2 be able to utilize and systematize ones own as well as others experiences and relevant research results as a basis for the development of the teaching of Swedish, be able to use ICT in teaching, have developed their own reading and writing skills through actively working with different kinds of texts and through participating in process oriented writing. Didactical theory that is addressed during the course will be related to schools activities through VFU Internship. Correspondingly, the problems that arise during the VFUinternship illustrate central components in the didactical theory addressed. Students will be given the opportunity to implement their knowledge in practice. They will also document and evaluate the teaching situation, study the contents of local regulations and guidelines, and, based on their own observations, problemize pedagogical work. Content Module 1. Texts in pupils everyday life (15 hec) This module aims to provide students the opportunity to acquire insight and skills so that they can work with different kinds of texts in their future teaching, including oral texts and texts pupils will primarily encounter within and outside of school. Students will acquire fundamental knowledge regarding the construction of fictional, non fictional and modern media texts. The module takes up a number of different kinds of texts that pupils are expected to encounter in different contexts, both in and outside of school. In connection with the treatment of the texts, comparative literature, media studies and linguistic concepts and tools for analysis that are necessary for the understanding of the texts constructions are introduced. The functional aspects are emphasised during studies. The module provides an introduction to the modern media society s types of texts: works of fiction such as books for young people, category books and adult literature; non fiction such as newspaper articles, professional or trade journals, textbooks; and texts from other media such as Internet communication, TV series, music videos and radio programmes. Principles of composition and basic questions concerning narrative technique receive particular focus. Regarding non fiction, the function and adaptation of such texts to receivers is emphasised. In the case of spoken texts, methods are introduced regarding the analysis of young people s spoken language, classroom conversations and conversations conducted within different mass media. In addition, the context and intelligibility of textbook texts is addressed. Modern Swedish grammar is studied with reference to parts of speech, word inflection, word formation and syntax. The module includes 3 components: linguistics (6 hec), fiction (6 hec) and a VPUinternship (3 hec). During the VPU internship part of the module, the student will map the textual world that surrounds pupils, both in and outside of school, as well as investigate why and how they acquire different texts. In connection with this, attention will be brought to how pupils textual competence is related to the general goal of schools regarding language development and how this can be used as a starting point for schools work with developing reading skills. Module 2. Development of children s and young people s language and reading skills (15 hec) This module aims to provide students the opportunity to acquire models and methods for use in teaching development of language, where consideration is taken to the pupils different progression levels regarding language and reading skills. The module will also alert students to the surrounding society s standards and demands as well as situations that can arise when different language cultures meet in and outside of the classroom.

3 The module is based on modern theories about children s and young people s reading of literature and on their language development, verbally and in writing. Differences between the first and second language learning is addressed, as well as theories about how cultural differences in society influence children s language development and what multiculturalism in a broad sense means for the individual s linguistic and cultural affiliation. The connection between the development of language and knowledge is pointed out, and the student is given the opportunity to investigate the possibilities of fictional literature in a knowledge seeking context. The module includes 4 components: language development (3.8 hec), reading progression (3.7 hec), Swedish as second language (3 hec) and VPU internship (4.5 hec). During the VPU internship part of the module, the student will examine pupils speech, reading and writing skills and map possibilities and difficulties for each individual s language progression. The student will also practice using analytical skills and suggest appropriate teaching measures. Type of Instruction Teaching is in the form of lectures, group discussions and mandatory seminar exercises. When the course is offered as a web based distance course, appropriate teaching methods will be utilized. Examination The course is assessed with the grades Fail (U), Pass (G) or Pass with Distinction (VG). For grading of the VPU internship, the grades Fail and Pass are used. Examination and grading is based on oral and/or written examinations and assessment of mandatory assignments. The ability to translate knowledge into adequate actions in relation to pupils and the function of schools will be assessed. The professional attitude of teaching students will be assessed after conferring with the college of education teacher involved. The VPU internship is organized as two larger blocks of time, however it will be assessed as four components. Only five examination opportunities will be provided. Students at Linnaeus University are entitled to have the course grade translated into the 7 step ECTS scale. A request to have the grades translated must be made to the teacher at the start of the course. Course Evaluation At the end of the course, a written course evaluation is performed and compiled into a report. The evaluation report will be made available to students and will be filed and stored according to departmental regulations. Required Reading and Additional Study Material Module 1. Texts in pupils everyday life (15 hec) Ask, Sofia Tillgång till framgång. Lärare och studenter om stadieövergången till högre utbildning. Växjö universitet. 142 (selected ) Ask, Sofia Hållbara texter. Att skriva för studier och arbetsliv. Liber. 78 (selected ) Andersson, Lars Gustaf & Hedling, Erik Filmanalys en introduktion. Studentlitteratur. 114 Boström, Lena & Josefsson, Gunlög Vägar till grammatik. Studentlitteratur. 213

4 Hellspong, Lennart & Ledin, Per Vägar genom texten. Handbok i brukstextanalys. Studentlitteratur. 150 () Josefsson, Gunlög Svensk universitetsgrammatik för nybörjare. Studentlitteratur. 195 Josephson, Olle Varför en lätt text kan vara svår att förstå, In: Elsie Wijk Andersson (ed.), Kultur text språk. Det finns mer i en text än ord. Hallgren & Fallgren, pp Korschunow, Irina Han hette Jan, utgåvan i Svensklärarserien. Natur och Kultur. 173 Course in elementary Swedish grammar. _http:// Melin, Lars Nyfiken på texten: textteori för textpraktiker. Stockholm: Liber. 160 Nettervik, Ingrid Om myter, motiv och mordgåtor. Gleerups. 218 Nettervik, Ingrid I barnbokens värld. Gleerups. 280 Nordström, Monica Hollywoodfilm och såpoperor i litteraturundervisningen, In: Nettervik, Ingrid (ed.) Litteraturmöten om litteraturen som vägen till språket. Svensklärarföreningens årsskrift 1998 (1999). 12 Palm, Anders Att tolka texten, In: Staffan Bergsten (ed.), Litteraturvetenskap en inledning. Studentlitteratur, pp Persson, Magnus (ed.) Populärkulturen och skolan. Studentlitteratur. 225 Reichenberg, Monica Rösten i läroboken. In: Språk vård 3/2001, pp Sandquist, Carin & Teleman, Ulf (eds.) Språkutveckling under skoltiden. Studentlitteratur. Ca 50 (selected ) Strömquist, Siv (ed.) Tal och samtal. Studentlitteratur. 200 Analysis texts and works of fiction selected in conjunction with the teacher. Module 2. Development of children s and young people s language and reading skills (15 hec) Att undervisa elever med Svenska som andraspråk ett referensmaterial. Skolverket Chambers, Aidan Böcker inom oss om boksamtal. Norstedts. 171 Dysthe, Olga Det flerstämmiga klassrummet. Studentlitteratur. 249 Josephson, Olle, Melin, Lars & Oliv, Tomas Elevtext. Analyser av skoluppsatser från åk 1 till åk 9. Studentlitteratur. 185 Hultinger, Eva Stina & Wallentin, Christer (eds.) Den mångkulturella skolan.

5 Studentlitteratur. 306 Landgren, Bengt Vad är en litterär text?, In: Staffan Bergsten (ed.), Litteraturvetenskap en inledning. Studentlitteratur, pp Lundqvist, Ulla Läsa, tolka, förstå litteraturpedagogiska modeller. A&W. 160 Molloy, Gunilla Reflekterande läsning och skrivning. Studentlitteratur. 293 Nordenstam, Kerstin & Wallin, Ingrid Osynliga flickor synliga pojkar: Om ungdomar med svenska som andraspråk. Studentlitteratur. 222 Palmér, Anne & Östlund Stjärnegårdh, Eva Bedömning av elevtext: en modell för analys. Natur och kultur. 188 Sandquist, Carin & Teleman, Ulf (eds.) Språkutveckling under skoltiden. Studentlitteratur. Ca 100 (selected ) Wengelin, Åsa Skrivstrategier hos vuxna med läs och skrivsvårigheter, In: ASLA information 27:2. Uppsala. 6 Handouts. Ca 100 Analysis texts and works of fiction selected in conjunction with the teacher.