MGSP6200 Spanskdidaktikk og spansk litteratur Emneplan

Engelsk emnenavn
Didactics and Literature of Spanish
Spansk 2
15 stp.


See admission requirements for the programme.


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



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.



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.


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.


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.


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.


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.


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.

Arbeids- og undervisningsformer

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.


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.

Arbeidskrav og obligatoriske aktiviteter

The following coursework requirements must be approved before the student can take the exam:


  1. 80 % attendance and participation in lessons and debate forums suggested by the teacher.

  2. Presentation of a digital portfolio that includes the following oral and written tasks

    1. Individual presentation of a classroom activity with the use of ICT for the defined target group (10 minutes)

    2. Individual elaboration of a book trailer of a literary text (3-4 minutes)

    3. Individual written assignment on an authentic text from the course curriculum of 1000 words

    4. Reflection note on own practice of teaching literature (350-500 words)

    5. Creation and elaboration of one audiovisual document to assess progress and skills.


The coursework requirements may be revised once if the first version is not approved. See point 8 in the programme description for more information about coursework requirements.

Vurdering og eksamen

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 %.


The exam is in Spanish.


New/postponed exam

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

Hjelpemidler ved eksamen

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.