MGDE6100 German Language Structure and Acquisition Course description

See the admission requirement for the programme.

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

Knowledge

The student

• is familiar with the sound system and intonation of German, the language’s grammatical structure and possesses insight into cultural conventions on the use of the German language
• has knowledge of daily life, traditions, customs, values and cultural expressions in German speaking countries and in Norway (contrastive view on cultural practices across disciplines and situations)
• has knowledge of language learning and acquisition theories and can relate them to children and young adults’ language learning from a multicultural perspective
• has knowledge of the curriculum, the Common European Framework of Reference for Languages, the European Language Portfolio ages 6-12 and 13-18, as well as the European Language Portfolio for language teacher students

Skills

The student

• possesses appropriate oral and written communication skills in German across a variety of topics, situations, and media (including social situations, literature, movies, pop culture)
• is capable of understanding oral and written authentic texts German in different genres and media
• is able to plan and carry out German language lessons, and knows to assess the German language
• is capable of assessing the use of authentic texts and other learning resources in teaching
• is capable of using assessments to guide pupils in their German language skills development

General competence

The candidate

• possesses transcultural awareness and its impact on interaction in the foreign language classroom
• possesses a variety of pedagogical approaches and assessment strategies
• will be able to enhance the pupils’ language proficiency by creating appropriate opportunities to practice the language

German Language Structure and Acquisition is a blended learning course with digital learning combined with one period of campus training in Oslo and one at Pädagogische Hochschule Freiburg, Germany.There is an initial face-to-face session in Oslo and a week of training in Germany. Between the face-to-face sessions, there will be online training, with self-paced weekly modules accompanied by regular virtual meetings with teachers and other group members.

There will be weekly virtual sessions in language learning as well as sessions in linguistics and didactics for the German language sessions, we will be working with a virtual learning management system and a textbook designed for blended learning. Some parts of the sessions will be based on the platform Dhoch3 (DAAD).

There will be weekly exercises to be completed online as well as the possibility to interact with other group members and teachers on the platform.

In this course, students will learn about mental health work, relational skills and factors that promote and harm the mental health of individuals and groups. People's resources and opportunities, but also their vulnerabilities as individuals, are areas of focus. The significance of close relationships and society's influence are important for mental health and are emphasised in the course. This includes patient phenomena such as hope and hopelessness, pain and pain relief, exhaustion and energy.

Passed the course SKOMP1000.

and

The following coursework from SKOMP1100must have been approved:

• Simulation in drug administrations.
• Multiple choice assignment, qualifying arithmetic problems (100 % correct).

All examination support material is permitted.

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

Knowledge

The student

• can present mental health work in a historical perspective
• can reflect on factors that inhibit and promote mental health at individual and group level
• can s discuss how psychosis, personality disorders, anxiety, mood disorder and drug addiction can influence the patients’ fundamental needs and self-understanding and what consequences this has for person-centred nursing
• can explain the psychological and psychosocial challenges faced by immigrants, refugees, Sami and other minority groups, as well as explain how stigma, alienation, discrimination and racism can affect mental and psychosocial health
• can describe strategies for mastery and concepts such as improvement processes, user participation, recovery, and empowerment
• can explain how framework factors such as current legislation and compulsory regulations can be of significance to the practice of nursing in mental health work
• can discuss the special needs of children and young people related to trauma, neglect, violence, abuse and drug and socio-economic problems

Skills

The student

• can apply key milieu therapeutic principles related to patients with mental disorders and can establish, maintain, and terminate relationships
• can apply knowledge about the main groups of psychotropic drugs and integrate knowledge from disease theory in assessing the effects and side effects of drugs
• can apply communication and interaction skills when encountering people with mental health issues and their next-of-kin in interdisciplinary collaboration
• can make a comprehensive survey of symptoms, risks and life history of people with various mental and drug-related disorders and conditions and use current documentation tools in the practice of nursing
• is capable of continuously assessing situations that entail a risk for patients and/or staff and preventing unwanted incidents

General competence

The student

• can reflect on his/her own professional practice and power structures when encountering people with mental health issues and drug addictions and and receive guidance and feedback
• can reflect on existing procedures and methods in the field of practice, and taking the initiative to engage in dialogue about the implementation of new knowledge and new work methods in person-centred nursing and in interdisciplinary collaboration

Practical training consists of both practical training, activities along the way and supervised practical training that takes place during the practical training period. The practical training period (7 weeks) take part in municipal health service/specialist health service, mental health and is supervised by a practical training supervisor and contact teacher. Other practical training and activities (1 weeks) can be, simulation, digital learning resources, lectures and seminars.

The flipped classroom is used as a teaching method for part of the course. Digital learning resources will be made available in advance.