Københavns Professionshøjskole Læreruddannelsen

English - Processes in language acquisition and communication skills

Studieordning: 2019 (LU KP)

Fag: Engelsk

Module type

Basis Module, 10 ECTS points. Language of instruction: Primarily English.

A short description of the Module

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 language development will currently be considered in relation to the target areas of the Module.

The knowledge base of the Module

National and international research on language acquisition and communication, the skills: reading, writing, listening, speaking to, and communicating with, others; language teaching and the academic subject “English” in the Danish primary and lower secondary school, including national and international regulations and guide-lines about the subject.

Competence areas included in the Module

Competence area 2: Language acquisition and foreign language communication; the Module will also lean on selected knowledge and skills objectives from competence area 1: Linguistic competence and language teaching, and competence area 4: Teaching English as a foreign language.

Competence aims included in the Module

The student can work out well-researched plans, carry out, assess and develop differentiated teaching based on pupils’ preconditions and potential for learning, including pupils’ use of learning and communication strategies and processes.

Knowledge aims: The student knows about

Skills aims: the student can

English language use

Use English to teach and communicate – enough to take part in the international debate about learning and teaching

Communication processes, including receptive and productive processes and strategies, discourse and communication strategies

Plan and carry out lessons on communicative processes and strategies

Learning strategies

Point out differentiated learning strategies to pupils representing a range of preconditions for learning

Interlanguage development

Assess language acquisition and give language guidance based on various forms of data collected from pupils

Factors connected to language acquisition, e.g. motivation, the ties between 1st, 2nd and 3rd language acquisition, setting aims, evaluation, the teacher’s role

Include intrinsic and extrinsic factors of importance to the language acquisition process

IT and learning processes

Use digital technology and interactive media to support their own and pupils’ receptive and productive learning processes

Language teaching approaches, curriculum and actual planning of English teaching, including the historical development of methodology and approaches to learning

Substantiate underlying principles of their own and others’ teaching in relation to pupils, parents and colleagues, also considering inclusion

Laws, regulations and national and international guide-lines, including teaching materials, digital resources, setting aims and ways to evaluate

Argue for elements of teaching with a view to optimizing learning processes for groups and single pupils

Theory and analytical methods relevant to the description of Teaching English as a Foreign Language

Develop their own lessons innovatively and in tune to the ever-changing needs of society, drawing on relevant research

National and international research in the field of foreign language teaching and pedagogy

Find their bearings in the national and international academic debate

The Module may include a link to a practicum school

The Module may include a link to a practicum school in one or more of the following ways:

  • Language guidance based on data collected from pupils’ tests and mock exams
  • Analysis of the underlying approaches to language and learning and the pedagogical planning of teaching materials
  • Teaching pupils communication skills from the angle of communicative competences
  • Collecting and analyzing data from the student’s own experiments with communication activities

Assessment of the Module

The student works out in collaboration with her study group the following two obligatory study products in English:

  1. A presentation portfolio including at least 3 products of relevance to the Module content. These products could be e.g.:
    1. A text written in a genre relevant to teachers or the Danish Primary and Lower Secondary School
    2. The students’ own production of IT materials that are relevant to the content of the Module
    3. An analysis of a case from their practicum
    4. An analysis of course book materials and activities
    5. An annotated course plan, g. year plan or theme plan for a specified age group
  2. The student must also individually supply a 2-3 standard pages long appreciation documenting how the portfolio texts cover the contents of the Module and her own professional development. The complete length of this study product is 10-20 standard pages.

 

  1. Two synopses including IT-based performative elements within the content area of the Module. Required length: 1-2 standard pages per synopsis.

To pass the Module

Individual hand-in of the above obligatory study products.

Oversigt over studieordning 2019 (LU KP)

 

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