Timeplan 2023 Vår - lærer Kristin Killie - Professor

Felles fysisk samling i Tromsø.

Watch videos on LK20 in the LER-3151 Canvas room (reading list)

Study the English curriculum at udir.no

Read Næss, Å. (2019), Kapittel 10: Global grammatikk i klasserommet, pp. 230–237.

Skim through the following parts of the same book:

Minoritetsspråk i Norge: Et grammatisk oversiktskart, pp. 239–260

Språktypologiske ressurser på Internett, pp. 261–262.

Felles fysisk samling i Tromsø.

Read Lightbown & Spada (2022). How Languages are Learned, chapter 1 (= the textbook)

Read Of Course You Can ch. 11 and do the exercises there.

Study the teaching materials from week 37 again.

Read Lightbown & Spada (2022), How Languages are Learned, chapter 2, pp. 37-62.

Read Killie (2021). 'I are in New York': om tilegnelsen av samsvarsbøyning i engelsk blant innlærere med norskspråklig bakgrunn.

Read Lightbown & Spada (2022), How Languages are Learned, chapter 2, pp. 62-77.

Read the following and answer the study questions in Canvas:

• Melchers & Shaw (2003). World Englishes: an introduction. 2 The spread of English. (pp. 6–9)

• Hughes, Trudgill & Watts (2012). English Accents and Dialects. 2 Dialect variation. (pp. 19–36)

• Williams, A. (2007). 24 Non-standard English and education. (pp. 401–416)

Read Lightbown & Spada (2022), How Languages are Learned, chapter 3, pp. 79-106.

Read Of Course You Can ch. 14 and do the exercises there.

Check Canvas for additional preparatory material.

Reread Lightbown & Spada (2022), How Languages are Learned, chapter 3, pp. 79-106.

Think about which individual difference you would like to discuss in some depth in Assignment 1. Choose one or two.

Read Of Course You Can ch. 15 and do the exercises there.

Check Canvas for additional preparatory material.

Read Lightbown & Spada (2022), How Languages are Learned, chapter 5.

Oral presentations based on your experience from the practice period: check instructions under "Assignments" in Canvas. 

Read Of Course You Can chs. 16 and do the exercises there.

Read Of Course You Can ch. 17 and 18.

Felles fysisk samling i Tromsø

• Teaching English in Diverse Classrooms (from American perspectives) 
• Black Lives Matter and the Long Road to Racial Justice

By David Tow

Read:

Revisiting â•ŸEmerging Models of Human Rights Educationâ•Ž (usfca.edu) (You can focus on the second part of the article where the author reviews the three forms of HRE)

More info. about David:

2022-23 Roving Scholar for Upper Secondary Schools, David Tow (fulbright.no)

Felles fysisk samling i Tromsø

Topic: Literacy today: The Reading Brain in a Digital World (by Betsy Burrows)

What is technology’s effect on our cognitive social processes and our reading brain? Neuroscientist Dr. Maryann Wolf’s book Reader Come Home:  The Reading Brain in a Digital World, offers important research on this question. This workshop will discuss the research and its implication for literacy teaching and learning and offer best practices for keeping print and fiction reading alive and well in our students’ lives as well as helping students develop strong literacy strategies for various digital and visual mediums and medial World

Preparation: 

Pre-Listening/Pre-Reading Assignment for Workshop on "The Reading Brain in a Digital World"

1.  Access the podcast or transcript of the podcast  with the links below: Listen to it or Read the Transcript.

"This is your Brain on Deep Reading, and it is Pretty Magnificent "  NYTimes Link gifted to you and your students.  Transcript is accessible by this link as well.

 Or another path to get to the podcast that should be freely accessed by all is with this link:

Ezra Klein Interview with Dr. MaryAnne Wolf on Stitcher:   https://www.stitcher.com/show/the-ezra-klein-show-2/episode/this-conversation-about-the-reading-mind-is-a-gift-208832373

2.  Make a pre-reading chart with the following Headings:

                     I notice.  (List 3 quotes or ideas that you find interesting.)

                     I wonder?  (Write 3 questions you have about the podcast.).

3.  Bring the Chart to the Workshop

More about Betsy:

2022-23 Østfold Roving Scholar, Betsy Burrows (fulbright.no)

Read the following and do the preparations in Canvas:

• Holmes & Wilson (2017). An Introduction to Sociolinguistics.   6 Regional and social dialects. (pp. 139–166)

• Holmes & Wilson (2017). An Introduction to Sociolinguistics. Interlude: identity in sociolinguistics. (pp. 246–251)

Read the following and do the preparations in Canvas:

• Holmes & Wilson (2017). An Introduction to Sociolinguistics, pp. 196-198.

• Wheeler (2016). "So Much Research, So Little Change": Teaching Standard English in African American Classrooms. (pp. 367–390)

Read:

Lightbown & Spada (2020). Teaching and learning in the classroom: It’s about time.

Brevik & Rindal (2020). Language use in the classroom: Balancing target language exposure with the need for other languages.

Galloway (2015). English language teaching.

Read the following and answer the preparations in Canvas:

• Holmes & Wilson (2017), An Introduction to Sociolinguistics.   9 Language change (pp. 214–245)

• Schneider (2011), English Around the World. Chapter 7: Language development: a general perspective, pp. 197–205 (You may, of course, read the rest of the chapter as well.)

• Trudgill (2016). Dialect Matters: Respecting Vernacular Language. Chapter 3: Language change: observing and accepting it. (pp. 44–53)

Read Of Course You Can chs. 20-24 and do the exercises there.

Use the associated resource with sound files (cf. the loudspeaker icon): https://ofcourseyoucan.app.fagbokforlaget.no/

Check Canvas for additional preparatory material.

Read Of Course You Can ch. 25 and do the exercises there.

Use the associated resource with sound files (cf. the loudspeaker icon): https://ofcourseyoucan.app.fagbokforlaget.no/

Check Canvas for additional preparatory material.

Read Of Course You Can ch. 26 and do the exercises there.

Use the associated resource with sound files (cf. the loudspeaker icon): https://ofcourseyoucan.app.fagbokforlaget.no/

Check Canvas for additional preparatory material.

Read Of Course You Can chs. 27-29 and do the exercises there.

Use the associated resource with sound files (cf. the loudspeaker icon): https://ofcourseyoucan.app.fagbokforlaget.no/

Check Canvas for additional preparatory material.

Felles fysisk samling i Tromsø.

Read:

Brevik, Garvoll & Ahmadian (2020). English use outside of school: Gamers, Surfers and Social Media Users.

Hoem & Iversen (2020). Digital learning tools in the age of machine intelligence.

Felles fysisk samling i Tromsø.

Read Of Course You Can ch. 27 and do the exercises on rhythm in the document in Canvas.

Read Flognfeldt & Lund (2021), English for Teachers and Learners, ch 6 and reflect on the following questions:

 Can you remember having had any of the pronunciation problems specified on pp. 267-268?

What do you think about the classroom tasks described in this chapter? Would you consider using any of them in your classroom? Why? Why not? Should any of the tasks be adapted?

Did your English teacher(s) speak English with a particular accent?

Did your English teacher(s) insist that you speak English with a particular accent?

We work on previous exam questions.

Check Canvas for preparatory material.

NB! Students are invited to suggest topics for review.

We work on previous exam questions.

Check Canvas for preparatory material.

NB! Students are invited to suggest topics for review.