Didactics - Languages

After completing the programme, candidates should have acquired the following knowledge, skills and competence:

KNOWLEDGE

• possess an insight into work designed to develop pupils' basic language skills and how to work with cultural and social conditions in areas where the target language is used

• possess in-depth knowledge about how to adapt language training to individual pupils and about the connections between individual, social, cultural and subject-specific conditions

• possess in-depth knowledge about the place, justification and progression of the foreign language concerned in schools, including the curricula for the subject and how the basic skills should be integrated into foreign languages

• possess broad knowledge about language learning for children and adolescents from a second language perspective and language learning theories, as well as strategies, methods, assessment tools and forms of assessment that promote language development, and how practical, creative and aesthetic learning processes can promote pupils' language learning

• possess knowledge about the European framework for languages and its influence on language tuition in Norway, as well as knowledge about a wide range of textbooks and other learning resources that can be used for tuition and how such teaching materials need to be adapted and related to relevant topics in society at large

SKILLS

• be able to use curricula for the foreign language concerned and other guidance documents in an analytical and critical manner

• be able to use knowledge about the language learning of children and adolescents from a second language perspective and language learning theories, as well as strategies, methods, assessment tools and forms of assessment that promote language development and that take into account different learning rates, interest in the subject and critical thinking

• be able to assess pupils' achievement of goals in foreign language education with and without grades, and justify such assessments on the basis of the assessment principles for learning in foreign languages

• possess a conscious relationship with how collaboration with parents, colleagues and the school's partners can promote teacher and pupil learning, as well as an understanding of the importance of relational competence and class management in foreign language education

GENERAL COMPETENCE

• be able to, in collaboration with others, reflect on their own learning and practice in relation to basic ethical values and the school's responsibility for the personal growth of children and young people

• be able to apply and reflect on didactic subject knowledge in accordance with the current curriculum for primary and secondary schools and in cooperation with others critically evaluate their own teaching and that of others

• be able to work independently and with others in order to solve and identify problems relating to pupils' learning and development in the foreign language concerned, and be interested in working innovatively with pupils' language training

• be able to work independently and with others to gain insight into educational policy issues in order to participate in political debates on issues that are important for the development of the school