ØABAC3900 Bacheloroppgave Emneplan

After completion of the course, the student will have acquired the following learning outcomes, defined as knowledge, skills and general competence.

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Knowledge

The student

• 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.

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Skills

The student

• 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 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.

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General competence

The student

• 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 using scientific methods to further develop his/her own practice and actively contribute to the work on innovation processes at school.
• is capable of integrating the development of intercultural competence in the Spanish language subject.

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). Didactics and Literature of Spanish 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.

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We will work from 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.

Studenten skal etter å ha fullført emnet ha følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten har

• kjennskap til ulike typer forskningsopplegg, har innsikt i forholdet mellom teori, data og virkelighet
• kunnskap om populasjon og utvalg, og om ulike analyse- og datainnsamlingsmetoder, både kvalitative og kvantitative

Ferdigheter

Studenten

• kan definere en problemstilling og formål og foreta avgrensning og definering av begreper og problemer
• kan anvende og begrunne valg av relevante metodeverktøy og arbeidsmåter innenfor finans, samfunnsøkonomi, litteraturstudier, kvantitative og/eller kvalitative forskningsdesign og metoder
• kan bruke aktuell teori og analysemetoder til å skrive en selvstendig oppgave
• kan søke etter informasjon, utøve kildekritikk, referere og sette opp litteraturreferanser i henhold til gjeldende mal
• behersker analyse og tolkning av teoretiske og empiriske funn samt kvalitetssikring av disse, og er bevisst mulige feiltolkninger og feilkilder

Generell kompetanse

Studenten

• kan søke etter faglitteratur og kritisk vurdere kvaliteten på kilden
• kan grunnleggende regler for kildebruk og kjenne til hva som defineres som plagiat og fusk i studentarbeider
• har evne til kritisk vurdering av eget arbeid
• kan reflektere rundt forskning og vitenskapelig metode, forskningsetikk og redelighet
• kan samarbeide med andre om en større oppgave
• kan utforme og skrive strukturerte rapporter som omhandler økonomisk-administrative problemstillinger som tilfredsstiller krav til etiske og faglige standarder

The final examination consists of two parts:

1. An oral exam including the presentation of a lesson plan (30 minutes), counting 50 %.
2. A written exam of 2 hours presenting the reflexion of the learning process (1000 words +/- 10 %), counting 50 %.

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The exam is in Spanish.

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New/postponed exam

The resit/rescheduled exam is organised in the same way as the ordinary exam.

No examination support material is permitted.

A grade scale with A being the highest grade and E the poorest pass grade is used. The grade F means that the student has failed the exam.

The exam will be assessed by two internal examiners. An external programme supervisor is affiliated with the course in accordance with the Guidelines for Appointment and Use of Examiners at OsloMet.

The CEFR and its relationship with the Norwegian Spanish as a Second Language Programme.

1.1. Presentation: Common European Framework of Reference for Languages (CEFR). European Language Portfolio (ELP) as a learning tool. The European Portfolio for Student Teachers of Languages (EPOSTL).

1.2. The Instituto Cervantes and the PCIC (Curricular Plan of the Instituto Cervantes). DELE Official Spanish diplomas.

1.3. Horizontal dimension of the CEFR: progression of learning and description of reference levels. Parameters and categories.

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2. Strategic competence: mother tongue and target language.

2.1. Empathy and acceptance. Acquisition of cultural values based on linguistic elements. The natural appropriation of the target language.

2.2. Speech as overcoming stereotypes: the intercultural implications. Language as a mediator of culture shock: enrichment.

2.3. Acculturation: the target language becomes mother tongue.

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3. ICTs in the teaching of Spanish as a Second Language.

3.1. Typology of teaching resources on the Internet: obtaining and managing.

3.2. Key educational tools for teaching Spanish.

3.3. E-learning and Blended Learning: possibilities of formative integration and interaction in the classroom.

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4. Didactics of Spanish Literature.

4.1. The canon in Spanish: main literary movements and authors.

4.2. Techniques and strategies in the Spanish classroom: animations, workshops, dramatisations, etc.

4.3. Texts and readings for learning Spanish as a Second Language.

Det benyttes intern og ekstern sensor til sensurering av alle besvarelsene.

Fredrik Wulfsberg