Timeplan 2024 Høst - lærer Kristin Isaksen - Universitetslektor

Preparations for Wednesday 21 August

• Listen to the podcast with Darla Deardoff speaking about "What are intercultural competencies".
• Read Hoff's book chapter 'Intercultural Competence' in Teaching English in the 21st Century (Fenner and Skulstad, 2020) (see reading list in Leganto)
• See study questions in the intercultural competence module in Canvas

Preparations:

• Read Planet Omar
• Read Bland ch.5 in Dypedahl & Lund (2020): Using Literature for Intercultural Learning
• See discussion questions in intercultural competence module in Canvas (prepare for discussion in class)

York info: 11.45

Preparations:

Identity and cultural heritage

Task

• Think about your identity, what would you include as an essential part of who you are? Write you name in a circle in the middle of a page, then make surrounding circles where you write names of different groupings you feel affiliated with (family, friends, university, hobbies, sports, values, culture, friends, traditions, beliefs, etc.).
• Reflect on which groupings and affiliations have had a particular influence on you. What influences have shaped your character?
• Bring an item to class on Tuesday that represents an important part of your identity, and be prepared to share some reflections about your item and identity with the rest of the group.

Also bring Planet Omar

Preparations:

Thursday:

• Read: Bøhn (2020): 'General perspectives on assessment and testing' 
• Read Burner (2020): Formative assessment in English
• Read selected slides pay particular attention to Hattie and Timperley's feedback model

The Absolutely True Diary of a Part-Time Indian (Alexie)
“Being a culture teacher” (Munden ch 6)

Preparations:

• Read the "competence aims and assessment" section after year 10 in the English subject curriculum (LK20)
• Read Kjennetegn på måloppnåelse-engelsk 10.trinn Read the tasks and the following 10th grade example texts and assess them: example text 1, example text 2.pdf, example text 3
  • Assess language proficiency and content, and suggest an overall grade (50/50 content and language).
  • Use these assessment criteria given by Udir as guidance.
  • Be prepared to share the assessments with your peers

Vattøy & Gamlem (2020) Teacher–student interactions and feedback in English as a foreign language classrooms

See study questions in Canvas

The Absolutely True Diary of a Part-Time Indian (Alexie)
“Aspects of fiction” (Gamble) pdf

Preparations: Read highlights and structured abstract

https://www.sciencedirect.com/science/article/pii/S0959475224000215#appsec1

See class activites in Canvas module

Reading:

Lysvåg (2005), p. 102-104

Swan and Smith (2001)

Supplementary reading:

Bailey (2018)

The Crossover (Alexander)

The Crossover (Alexander)

«Planning» (Munden ch 4, pp. 89-106)

Independent student work: classroom available

«Encounters with texts» (Munden, ch 14)