Spanish 2 Programme description

Spanish 2 (30 ECTS credits) builds on Spanish 1 and requires 30 ECTS credits of Spanish equivalent of Spanish 1. In this course, work continues developing the students’ language skills, communication, language in context, language learning strategies and the use of digital tools, as well as cultural and factual knowledge and textual competence. Emphasis is placed on didactic aspects with respect to pupils in years 8-10.

For the students, this means further developing into reflective language users and language disseminators. The students shall also have a broad understanding of the cultures and societies of Spanish speaking countries. They shall further develop an analytical and reflective perspective on their own and their pupils’ learning. Another objective of this course is to create interest and pleasure in language and language learning in a lifelong perspective both for the students and their future pupils.

Spanish 2 consists of two courses: Spanish Language and Culture (15 ECTS credits) and Didactics and Literature of Spanish (15 ECTS credits). To be qualified as a teacher in Spanish in lower secondary school, the student has to complete the whole programme of 30 ECTS credits.

The target group for the programme is in-service teachers teaching at years 8‒10 in Norwegian schools, and also teachers who wish to qualify for teaching at the lower secondary level.

Reference is made to the Regulations relating to Admission to Studies at OsloMet. In addition, the following applies to this programme:

• Completed and passed teacher education

and

• Completed and passed Spanish 1 (30 ECTS credits) or equivalent. Equivalent can be knowledge of Spanish at B1+ level (preferred B2) and language didactics in the teacher education

After completing the programme, the candidate is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• has detailed knowledge of the sound system, intonation and grammatical structure of the Spanish language, and insight into cultural conventions on language use.
• has knowledge of the culture, geography, history, social structures, institutions and linguistic features of the Spanish language areas.
• has knowledge of different genres and media of textual expressions in Spanish.
• has extensive knowledge of language didactics adapted for years 8–10.
• has knowledge of language learning theories and metacognition in a multicultural perspective.
• has thorough knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6–12 and 13–18 and the European Language Portfolio for language teacher students.

Skills

The candidate

• is capable of communicating orally and in writing and freely using key language structures of Spanish and varied vocabulary in different social situations.
• is capable of understanding fiction and other authentic texts in different genres and using different understanding and interpretation strategies.
• is capable of facilitating the pupils’ exploration of the culture of Spanish speaking areas in relation to their own culture.
• is capable of encouraging pupils to produce different types of texts adapted for different purposes.
• is capable of planning and applying different work methods that promote exploration, curiosity and creativity in Spanish and in an interdisciplinary perspective.
• is capable of using midway evaluation as a means of motivating the pupils in their language learning.
• has pedagogical digital competence and is able to use digital tools related to language learning activities.

General competence

The candidate

• is capable of assessing his/her own teaching practice and interaction with others in professional practice.
• is capable of guiding the pupils in the development of learning and communication strategies.
• is capable of integrating the basic skills in the Spanish language subject.
• is capable of integrating the development of intercultural competence in the Spanish language subject.
• is capable of using scientific methods to further develop his/her own practice and actively contribute to the work on innovation processes at school.

Spanish 2 is a Blended Learning course with digital learning combined with three periods of campus training at OsloMet and two at the University of Valencia (Spain). The first semester is structured in an initial face-to-face week in Spain, and online training, with regular online classes, and an intermediate face-to-face period (1-3 days) in Oslo. The second semester starts with a 1-3 days face-to-face training in Oslo, followed by online training, one week face-to face training in Valencia, and a final 1‒3 days’ face-to-face training in Oslo.

The course takes on a communicative approach, giving priority to the acquisition of skills in the teaching of Spanish as a Second Language, and will employ a mixed methodology (classroom and online) through the creation of a virtual space in a networked platform. In this way, tasks and assessments will be carried out from different methodological approaches that students can subsequently apply in their daily teaching.

The lecturers of the course are from the University of Valencia. Integrated in Spanish 2 is two periods of studying at the University of Valencia.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:;

Knowledge

The student

• has a broad understanding of how cultural, social and linguistic backgrounds shape our understanding and perception of health and illness, and in turn the interaction with the health and social systems
• has advanced understanding of the complex and varied nature of migration processes and how this relates to mental and physical conditions and acculturation processes
• has in-depth knowledge of how resilience, empowerment and recovery processes relate to migrant health and wellbeing at the individual, familial and societal levels
• has a high level of understanding of how discrimination and racism influences health and wellbeing and participation in society

Skills

The student

• can make use of dialogue in mental health and involving persons with minority backgrounds and traumatized refugees in open dialogue groups
• can make use of cultural sensitive approaches in health communication work
• can evaluate clinical- and organizational work with patients with minority backgrounds
• can analyze contextual matters ;and the process of migrations, impact on health ;
• can make use of field work and qualitative methods in this process

Competence

The student

• has increased understanding of different explanatory models, perceptions and experiences of mental health and physical conditions based upon different medical knowledge systems and acculturation processes
• has advanced knowledge of how context and social conditions influence migrants / refugee’s health and wellbeing
• has a high level of ethical reflection that contribute to reducing stigmatization and that enables the candidate to address these challenges within the health- and social systems

Lectures, cases, group work, fieldwork and dialogue groups.

The following must have been completed and approved in order for a student to be permitted to take the exam:

• Written assignment, Individual, Scope: 1000 words (+/- 10 %)