Norsk som andrespråk for lærere i voksenopplæringen Programplan

Videreutdanningen Norsk som andrespråk for lærere i voksenopplæringen skal bidra til å gi formell kompetanse til å undervise i norsk som andrespråk, i tråd med formålet i Lov om integrering gjennom opplæring, utdanning og arbeid (Integreringsloven).

Videreutdanningen skal gi lærerne økt innsikt i språkets form-, innholds- og bruksside samt et faglig grunnlag for didaktisk refleksjon og utvikling av kunnskap om andrespråkslæring og undervisning i andrespråk. Hensikten er å dyktiggjøre lærerne til å ta adekvate pedagogiske og metodiske avgjørelser som både vil anerkjenne andrespråksinnlærernes medbrakte kompetanse, bidra til at de oppøver kritisk holdning til egen språklig formidling og lære å bruke det norske språket som redskap for videre læring og utvikling.

Målgruppen for studiet er lærere som underviser voksne andrespråksinnlærere i norsk etter læreplan i norsk for voksne innvandrere. Disse lærerne vil prioriteres ved opptak, men studiet vil også, ved ledig kapasitet, være åpent for lærere som underviser voksne innvandrere i norsk i grunnskolen/ Forberedende voksenopplæring (FVO), videregående opplæring, arbeidsmarkedsbedrifter, studieforbund, Kompetansepluss eller liknende.

Følgende krav må oppfylles for å være kvalifisert søker:

Prioritet 1

• Godkjent lærerutdanning som kvalifiserer for undervisning i skolen
• Ansettelse som lærer i norsk i voksenopplæringen, etter Læreplanen i norsk for voksne innvandrere.

Prioritet 2 (ved ledig kapasitet etter prioritet 1)

• Godkjent lærerutdanning som kvalifiserer for undervisning i skolen
• Lærer som underviser voksne innvandrere i norsk i grunnskolen/Forberedende voksenopplæring (FVO), videregående opplæring, arbeidsmarkedsbedrifter, studieforbund, Kompetansepluss eller liknende.

Vitnemål og attest som bekrefter ansettelsesforholdet, må vedlegges.

Søkere rangeres etter karakterpoeng i lærerutdanningen.

Etter fullført studium har studenten følgende læringsutbytte definert som kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Kandidaten

• har grunnleggende kunnskap om det norske språkets struktur i et kontrastivt perspektiv og med vekt på funksjonell språkbruk
• har utvidet kunnskap om andrespråksteorier og teoretiske perspektiver på flerspråklighet
• har bred kunnskap om kjennetegn ved ulike sjangre og teksttyper i samfunn og arbeidsliv
• har bred kunnskap om andrespråksdidaktikk

Ferdigheter

Kandidaten

• kan implementere språklige og metaspråklige dimensjoner i den ordinære fagundervisningen
• kan veilede elever i deres språkutvikling og tekstbruk
• kan veilede elever om hvordan kultur, verdier, makt og stemmer realiseres gjennom ulike tekstlige modaliteter og praktiske arbeids- og livssituasjoner
• kan vise hvordan språket brukes på en kvalifisert måte i arbeid og hverdagsliv
• kan ta i bruk ulike språklige veiledningsstrategier i lesing, skriving og utvikling av muntlig kompetanse

Generell kompetanse

Kandidaten

• kan gjennomføre og begrunne egne didaktiske valg i norskopplæringen av voksne andrespråksinnlærere
• kan bidra til flerspråklige og flerkulturelle perspektiver i opplæringen
• har bred kunnskap om og innsikt i voksnes andrespråkslæring og utvikling

The Bachelor's Programme in Social Education is a three-year programme of professional study (180 credits). Students who complete the programme are awarded the Bachelor’s in Social Education, which forms the basis of applying for authorisation as a social educator in accordance with the Act relating to Health Personnel. The programme description has been drawn up in accordance with the National Regulations relating to a Common Curriculum for Health and Social Care Education and the Regulations on National Guidelines for Social Education Programmes adopted by the Ministry of Education and Research. The programme was established under the Act relating to Universities and University Colleges and the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University.

According to the Regulations on National Guidelines for Social Education Programmes, the purpose of the education is to be an evidence-based and practice-oriented programme of professional study in the field of health and social care that qualifies graduates to practice health, care and welfare services in a lifespan perspective. The programme is also to ensure competence and attitudes that form a basis for equal provision of services for all groups in society, including the status of the Sami as an indigenous people and their rights to linguistically and culturally adapted services. The candidate is expected to have knowledge of impairments and societal conditions that create disability, and particular expertise in habilitation and rehabilitation, health promotion and health care. The candidate is also expected to have knowledge of complex needs and intellectual disabilities.

The programme qualifies students to cooperate with service users, next of kin, other service providers and parties to promote self-determination, participation, mastery of functional skills, health and quality of life. The education is intended to provide society with candidates that have the professional expertise necessary to ensure that disabled people have the same opportunities for personal development and self-realisation as others. After completing the programme, the candidates are expected to have a high level of ethical awareness, good communication and cooperation skills, and be capable of working in a goal oriented and systematic manner to provide services characterised by critical and innovative thinking.

This is a multidisciplinary programme that combines knowledge from the health sciences, psychology, educational pedagogy, and social sciences including law. The programme provides a systematic introduction to ethics, health promotion and health care, habilitation and rehabilitation, and inclusion and rights. Critical thinking, evidence-based practice and facilitating change and development are vital elements in the programme. Safeguarding participation and the rights of disabled people, particularly persons with intellectual disabilities, are recurring themes in the programme. The programme facilitates the development of multicultural competence, respect and tolerance.

The programme's academic profile is based on evidence-based and interdisciplinary change work with an emphasis on applied behaviour analysis.

Relevance to working life

A bachelor's degree in social education qualifies students for work in public and private health and care services, as well as in educational institutions such as kindergartens and schools. Social educators can also work in more specialised services such as substance abuse services, mental health, habilitation and rehabilitation, child and adolescent psychiatry, the educational and psychological counselling service, etc.

Relevance to further education

The Bachelor's Programme in Social Education qualifies students for admission to several master's programmes. Master's programmes in health and social care are particularly relevant. Some master's programmes in pedagogy may also be relevant.

The programme's target group is people who want to contribute to changes that promote coping and improve living conditions and quality of life for disabled people and people with different needs for assistance in cooperation with recipients of services and other service providers in different arenas.

Acts, regulations and guidelines in different parts of the health, care and education sectors use different terms to refer to disabled persons, children and pupils to whom services are provided. In this programme description, we use the term ‘service recipient’.

Arbeidskrav skal bidra til å sikre at studentene er aktive og medansvarlige for studieprogresjonen. Arbeidskrav må være godkjent for å kunne gå opp til eksamen og skal være levert/utført innen fastsatt(e) frist(er). Gyldig fravær dokumentert med for eksempel sykemelding, gir ikke fritak fra arbeidskrav.

Studenter som på grunn av sykdom eller annen dokumentert gyldig årsak ikke leverer/ utfører arbeidskrav innen fristen, kan få forlenget frist. Ny frist for å innfri arbeidskrav avtales i hvert enkelt tilfelle med den aktuelle læreren.

Arbeidskrav vurderes til «Godkjent» eller «Ikke godkjent». Studenter som leverer/utfører arbeidskrav innen fristen, men som får vurderingen «Ikke godkjent», har anledning til én ny innlevering/utførelse. Studenten må da selv avtale ny innlevering av det aktuelle arbeidskravet i med faglærer. Studenter som ikke leverer/utfører arbeidskrav innen fristen og som ikke har dokumentert gyldig årsak, får ingen nye forsøk.

Nærmere informasjon om arbeidskrav finnes i den enkelte emneplan.

Krav om obligatorisk tilstedeværelse

Studietilbudet er et samlingsbassert deltidsstudium. Det forutsettes at studentene arbeider selvstendig med studiene mellom samlingene, blant annet gjennom arbeidskrav, refleksjonsoppgaver og aktivt arbeid med pensumlitteratur.

Ettersom studiet legger vekt på studentenes egne erfaringer, er det et krav om 80 % tilstedeværelse på samlingene i hvert emne for å kunne avlegge eksamen. Fravær ut over 20% kan unntaksvis, og etter en faglig vurdering, kompenseres med en skriftlig oppgave. I løpet av studiet skal studentene dele erfaringer og faglig kompetanse med hverandre, slik at mangfold og variasjon i fagbakgrunn og erfaringer utnyttes som ressurs for gjensidig læring. Denne typen faglig aktivitet kan ikke tilegnes ved selvstudium, men må opparbeides gjennom reell dialog med medstudenter og lærere.

Første semester

• Emne 1: Grunnleggende språkkompetanse
• Vurderingsform: Individuell muntlig eksamen
• Vurderingsuttrykk: A - F
• Antall studiepoeng: 15

Andre semester

• Emne 2: Andrepråksdidaktikk og språk i bruk
• Vurderingsform: Individuell semesteroppgave
• Vurderingsuttrykk: A-F
• Antall studiepoeng: 15

Nærmere detaljer om vurdering og eksamen finnes i emneplanene

The programme is a comprehensive course of study in that its academic content, teaching methods and practical training are linked. There should be a clear link between the learning outcomes described, learning activities and forms of assessment. The work and teaching methods and the areas covered in the programme are organised to promote both theoretical understanding and practical action competence.

The programme comprises fifteen compulsory courses. The courses include skills training and theoretical teaching activities at the university and practical training off campus.

Each academic year has a scope of 60 credits and lasts for 40 weeks. The programme is a full-time course of study over three years. Students are normally expected to spend 40 hours per week on their studies, and this also applies during periods of practical training. This includes organised learning activities, self-study activities, required coursework and exams.

Each course has a scope of 5, 10, 15 or 20 credits. The courses that make up the programme build on each other to ensure gradual progress, both in terms of theoretical knowledge and practical skills. All the courses conclude with a final assessment. The course descriptions provide more details about learning outcomes, work methods, coursework requirements and exams.

First year of the programme

The first year of study provides an introduction to the professional field and role of the social educator, the welfare state and important framework conditions for professional practice. The situation of service recipients is also highlighted as well as factors that influence their development and quality of life. Furthermore, there is a focus on health promotion, care and health care.

Second year of the programme

The courses in the second year of the programme build directly on the courses taken during the first year. The second year starts with practical training in health promotion, care and health care, followed by more in-depth studies of the service recipients’ challenges and mechanisms in society with a bearing on its view of people with disabilities. The mutual influence between individuals and society will be a key aspect of the course, together with what this means to the professional role. The fourth semester focuses on learning and habilitation/rehabilitation, with an emphasis on applied behaviour analysis. This year of the programme provides a thorough introduction to how to analyse behaviour and facilitate the environment to allow disabled people to lead the best possible life. Knowledge from different knowledge areas is synthesised.

Third year of the programme

The emphasis is on professional practice in two periods of supervised practical training. Habilitation and rehabilitation with an emphasis on applied behaviour analysis continues. The students choose an area for in-depth studies for their specialisation. The in-depth study includes the bachelor's thesis. Management and providing counselling/supervision are important elements during this year.

Interprofessional courses taught jointly with other professional education programmes at OsloMet

The Bachelor's Programme in Social Education includes the following joint courses that also form part of other programmes at the university:

VERB1060 Evidence-Based Practice (EBP) in Health Care, 5 credits

INTERACT (Interprofessional Interaction with Children and Youth), required coursework integrated into other courses in the programme description.

In VERB1060 students learn about evidence-baced practice with a focus on critical thinking and shared decision-making. For more details, see the individual course descriptions.

INTERACT(Interprofessional Interaction with Children and Youths) is an interdisciplinary teaching project at OsloMet, where students from both the health and social care subjects and the teacher/kindergarten teacher education programmes meet in interdisciplinary groups. The purpose of this is to ensure that the students acquire the skills needed to meet society’s demand for better coordination of services that concern children and young people. INTERACT is based on pedagogical principles of interactivity and spiral learning, with extensive use of digital learning and assessment tools to support learning. The teaching programme is carried out at the beginning of January each academic year. See https://www.oslomet.no/forskning/forskningsprosjekter/interactfor more details.

Study progress*

The following progression requirements apply in the programme:

• For the second-year course VERPRA10, the coursework requirements in VERB1210 and VERB1510 must be approved, and the courses VERB1100, VERB1600, VERB1300 and VERB1400 from the first year of study must be passed.
• For the second-year courses VERB2100, VERB2200, and VERB2300, the first-year courses VERB1100, VERB1600, VERB1300, VERB1400, VERB1510, and VERB1210 must be passed.
• For the third-year courses VERPRA21 and VERB3200, the coursework requirements in VERB2300 must be approved, and all other credit-earning courses from the second year of study must be passed.
• For VERB3100, coursework requirements in VERB2300 must be approved, and VERPRA21 as well as all other credit-earning courses from the second year of study must be passed.
• In order to start VERPRA35 all credit-earning courses in the 2nd year of study as well as VERPRA21 be passed.
• VERPRA21, VERB3100 and VERPRA35 must be passed in order to submit the bachelor's thesis VERB3900 for grading.
• There are requirements for participation in the interprofessional teaching programs in INTERACT (INTER1100, INTER1200 and INTER1300), which must be approved in order to be awarded a diploma.

* Exempt from progression requirements: The course VERB1060 Evidence-Based Practice (EBP) in Health Care and INTERACT are exempt from progression requirements in the programme and can be started even if the other courses have not been passed.