Introduction to the Danish teacher education
Teacher education package
Campus Roskilde fall 2018
Knowledge of Denmark and Danish teacher education. Week 35
Language and language usage
Formulated nationally for 10 ECTS credits. The module language is primarily English. Weeks 36-41 and 50-4
Brief description of the module
This module works with the following questions: What is language? What is pupil language? What is the goal of the language lessons? How can you describe language? How and why do you teach linguistic elements?
The starting point is communicative competence in relation to the subject in public school and the teacher training, including views on the subject and the language. Focus is on ’language segments’, such as a target language from, a pupil language in the initial phase, a pupil language in the end phase.
There will be theoretical as well as experience-based work on
- description and analysis of interlanguage in relation to the target language English as a global means of communication and in relation to linguistic variants
- language descriptions and analysis including linguistic meaning, function and form on several levels from context to details
- the student's own language as well as the role as language teacher, including the student's use of appropriate metalanguage for different target groups
- use of different types of aids in relation to analysis and description of language
There will be continuous work on the students' own linguistic development in light of the content areas of the module.
Compliance with duty to participate in the module
Based on practice and in co-operation with fellow students, the student will prepare and present teaching processes aimed towards children in school regarding language and language use. The student will have to hand in three module elements that will contain areas such as interlanguage analysis, student feedback, tasks, lesson plans etc.
Intercultural competence in language teaching
Formulated locally for 10 ECTS credits. The module language is primarily English.Weeks 36-41 and 50-4
Brief description of the module
In this module, the student works with the following questions: What is culture? Why work with culture in language teaching? What is an intercultural competent language user? Why work with cultural meetings?
In this module, the student will learn to plan, carry out, evaluate and reflect on teaching in relation to intercultural competence, including the work with text, culture, society and cultural meetings internationally as well as in the English-speaking world.
Among other things, the students will work with:
- different text forms in relation to culture and society
- cultural meetings, including pragmatic, strategic and intercultural competence
- the interaction between language, culture and identity
- linguistic variation, culture and social conditions internationally as well as in the English-speaking world
- development of learning goal-oriented teaching
Furthermore, there will be continuous work on the students' own intercultural development in light of the content areas of the module.
Compliance with duty to participate in the module
Based on practice, the student will, primarily in cooperation with fellow students, prepare and present lesson plans for the introductory period (1st to 3rd form) and/or the intermediate stage (4th to 7th form) about processes to support pupils' development of intercultural competence in language teaching. The student will have to hand in three module elements that will contain areas such as intercultural competence, working with literature in class, lesson plans, tasks etc.
Children at risk part 3: Inter-professional collaboration focusing on children and young people at risk
10 ECTS The module language is primarily English. Weeks 41-46
•Knowledge of society’s various sectors, agents and their respective perspectives upon tasks and challenges
• Knowledge of social work across educations and sectors in collaboration regarding children and young people at risk
• Competences for designing, implementing and evaluating social pedagogic activities aimed at vulnerable children and young people in an inter-professional context
Additional Learning Outcomes:
•Personal competences of intercultural communication and cooperation
•A professional vocabulary and communication skills in English
•Insight into social pedagogical philosophy, traditions and developments in various countries
•Competences in communicating empathetically with children at risk
•Development of professional critical reflection – individually and in groups – on pedagogical approaches and methods
•Insight into the potential of aesthetical expressions in pedagogical workKnowledge on Danish Social pedagogical work and institutional praxis
•Competences in carrying out group based study projects based on research questions
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