Courses during weeks 33-2 (August 28 – January 12).

Language, Text & Culture (EN 402C) – This course explores the teaching of literature and creative writing at the secondary level to foster both language and literary learning. A major component of this course is a collaborative fanfiction writing project, a collaborative fanfiction writing project that used a task-based language teaching approach (TBLT) to support the development of both literary and linguistic competence. This year’s project will be based on the Harry Potter series.

Communication and Language Knowledge (EN 421B) – This course introduces pre-service Kindergarten to grade 3 teachers to theories of language development and different types of texts for the purpose of teaching English in accordance with the Swedish national curriculum for the early grades. This year’s course includes an emphasis on Defense Against the Dark Arts (English grammar) and requires students to pass the OWLs (Oral and Written Lesson Plan Examination) to demonstrate both English proficiency and knowledge of theory supporting the teaching of a second language to young learners.

Language Variation, Language Analysis and Language Awareness (EN 423C) – This course emphasizes understanding of the current literature on corrective feedback and awareness-raising approaches for the purpose of teaching English to upper-secondary (gymnasium) level students. It includes a small-scare language awareness research study that is carried out during students’ teaching practicum.

Sociolinguistics and Content and Language Integrated Learning (EN 823C) – Overview of sociolinguistic factors affecting language learning and use including gender, class, region and ethnicity and culminates in a small scale sociolinguistic study that draws upon language, topics and materials generated as part of a telecollaboration/virtual exchange with partner classes at Tel Aviv University (Israel) and Universidad de León (Spain).  This year’s partnership is part of EVALUATE, a European project that explores impact of telecollaboration on initial teacher education.

Independent Project – Supervision and examination of undergraduate intermediate bachelor papers for students specializing in teaching English at the primary (grades K-6) and secondary levels (grades 7-12). These papers take the form of a research synthesis and are meant to prepare students for conducting research for their bachelor’s thesis.

Student Teaching Supervision (VFU) – Initial introduction and classroom observation supervision for first, fifth, and ninth semester students specializing in teaching English at the secondary (grades 7-9) and upper secondary levels (gymnasium/grades 10-12).