EN1 -Communicative competence

Kort beskrivelse af EN 1 fra studieordningen

Dette modul arbejder med følgende spørgsmål: Hvad er sprog? Hvad er elevsprog? Hvad er målet for sprogundervisningen? Hvordan beskriver man sprog? Hvordan og hvorfor underviser man i sproglige elementer?

Udgangspunktet er kommunikativ kompetence i relation til faget i folkeskolen og læreruddannelsen, herunder fag- og sprogsyn. Fokus er enkelte ’sprogudsnit’, fx en målsprogsform, et elevsprog i startfasen, et elevsprog i slutfasen.

Der arbejdes teoretisk såvel som erfaringsbaseret med

  • beskrivelse og analyse af intersprog i relation til målsproget engelsk som globalt kommunikationsmiddel og sproglige varianter
  • sprogbeskrivelse og analyse omfattende sproglig betydning, funktion og form på flere niveauer fra kontekst til detaljer
  • den studerendes eget sprog såvel som rollen som sproglig vejleder og herunder den studerendes brug af hensigtsmæssigt metasprog til forskellige målgrupper
  • brug af forskellige former for hjælpemidler i forhold til analyse og beskrivelse af sprog

Der arbejdes desuden løbende med den studerendes egen sproglige udvikling i lyset af modulets indholdsområder.

28th of January

Frist personal reflection.

After my second lesson in EN1 I have a sense of the subject and some thoughts on it. To be honest I feel very lost in the grammar terminology, and I really have to work on it. I am not very good at Danish grammar so I can’t build from that knowledge, but I will work on it. I have planned some lessons at hovedstadens ordblindeskole where we will work with basic Danish grammar and maybe some English. I feel like my HELP classes from my HF has given me some tools, but I still need to expand my toolbox.

23th of Marts

Pre-reading exercise

For pre-rereading Louise went though some of the most important point about conjunctions. She told the 6 students that attainted that:

  • Conjunctions are “Bindeord”
  • They join clauses
  • They hint at the relation between clauses, for example, if there is an “or” it describes an alternative in this example.

Turn to page 500:

  • There are some crossed out sentences
  • It’s a mistake, you can’t have “although” and “but” in the same sentence because they counteract each other.
  • They goes for pronouns that work as conjunctions (who and that cancel out he/she…)

the studens had to read p. 497-500

But if they needed look at under the paragraphs for additional information.

For the during-reading I told the students, that were in class, how to do them during the pre-reading. For the rest of the class I send this massage:

Hi Everyone

A lot of you were not in class today so I just wanted to know that you can find the notes for the pre-reding. The notes are under solf17en1l → Fildeling → Student folder → Conjunctions pre- and during. There you will also find the worksheet for the during-reding exercise, it is important that you do the during-reding exercise, because we have to work with it in the post-reding exercise. You have to read page 497-500, but if needed look under the paragraphs to find the right paragraph for additional information.

Love Louise and Ditte

23th of Marts

During-reading exercise

Underneath I have fill out the during-reading exercises.

30th of marts

Post-reading exercise

Samuel and Christian were in chatsh of post-reading, but given Christian were a bit late I helped out Samuel. Luckily we had some technical difficulties so Christian got there in time for the presentation, but he didn’t have the power point with him so I decided to play a youtube video for the students about conjunctions. I was very aware that we needed a 2.0 tool in our presentation and the youtube video was the first that came to my mind.

After the video Samuel went through the basics “what is a conjunction?” And “which function does it have in a sentence structure?” After that I introduced the post-reading activity, but not a lot of the students had don their during-reading exercise, so we did that in class first.  For the post-reading activity the students had to write one of sentences from the during-reading exercise using a conjunction down on a piece of paper. They also had to write what kind of conjunction it was. Then they had to stand up and find a partner. They had to read the examples to each other and guess what kind of conjunction was used. Was it an addition, alternative, a contrast, cause of time? On the black board Christian had written the different kinds of conjunctions so the students could get some help if needed.

To sum up Christian got some example of conjunctions form the class and wroth them om the black board and talked a bit about them. As a late remark I explained the last excises in the during-reading and the student problem it was about. All in all we got really good feedback for a presentation than we hadn’t planned.

4th of May

Second personal reflection.

So now we are nearing the end of the module, and I think it is high time that I tell you about my lessons at hovedstadens ordblindeskole. I have had four or five lessons were we have been looking at basic grammar. It has been really helpful to work one on one with Jeppe. We have been working a lot with the different tenses and I have made a very long reflection about paragraph 10.5 in Practical English usage by Michael Swan that have a very nice table of active verb form.

I still feel like I am struggling with functional grammar and I still need to work on it when this module ends. I have also tried to add some new idioms to my active vocabulary. I find it to be a fun challenge, but it is really difficult to change the way I speak. At the end of this module I hope that I have a basic knowledge of functional grammar and form there work on the areas I have problems with.  I also hope that I understand the interlanguage analysis much better than the last time we worked with it.

18th of May

My notes for analyzing a student’s test

31st of May

Last personal reflection

Tomorrow is our last lesson in EN1 and it is time for me to see if I have learnt anything.  In my first personal reflection I voiced my concerns about my lack of gramma knowledge in Danish and the grammar terminology. I feel like I have a better understanding of it now, but I still need to work on my explicit knowledge to become a good grammar teacher.

During this module I have been debating with myself how important grammar is and how explicit it has to be. I haven’t got an answer yet, but I am not as sure as I was when I had EN2. In my reflection from EN2, on Chapter 5 in Basic Issues in EFL Teaching and Learning by Ivor Timmis, I wrote “I like The Non-Interventionist Position and this chapter haven’t changed my mind. Of cause I need some gramma tasks, and I’ll try to work it in somehow without the students knowing it, probably whit the help form some vocabulary.” I still do like a more non-interventionist approach, properly because that was the way I was taught, but I’m not sure that that is the best way of teaching grammar.

In my second personal reflection I wrote that I would like to better understand the interlanguage analysis. Here I was referring to the Interlanguage analysis guideline from Karen Brunnt and Ulla Bryanne, which I found to be very confusing the last time we worked with it in EN2, but when my group and I analysed a student text we used the Gibbons grid and that makes much more sense to me. I think analysing student text is very fun, but it is also a lot of work if you have to do a full Interlanguage analysis like Karen Brunnt and Ulla Bryanne for every student text you get; I actually think it is possible to do a Interlanguage analysis using the Gibbons grid on every student text, and therefore I hope to work more with it the Future.

To work on my English grammar I hope to buy a functional grammar exercise book, so I can train my functional grammar during the summer holiday and whenever I have the time.  My written English is something I will always need to work on because of my dyslexia, so that is my goal going forward.