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Language skills
required, minimum level of B2
Programme length
2 years.
Study mode
Face-to-face learning Distance learning
Application status
International students:
Students with Icelandic or Nordic citizenship:
Overview

  • Are you a qualified teacher?
  • Are you interested in childhood language development?
  • Do you want to learn more about potential interventions for children with language and literacy delays?
  • Would you rather take more courses than write a final thesis?
  • Are you interested in completing a graduate degree?

This programme focuses on language development, multilingualism and Icelandic as a second language. Abilities in language, expression and literacy form an integral whole, which is also closely linked to child development in other areas. These abilities are an essential foundation for learning in other subjects and key to academic performance and engagement in society.

The programme, therefore, emphasizes the development of reading, reading comprehension and writing skills. Also, early interventions and specific action to help children with language and literacy delays, individual plans, support and advice.

Programme structure

The programme is 120 ECTS and is organised as two years of full-time study. It can also be completed by studying part time for three or four years. MT students take pedagogical courses instead of writing a 30 ECTS thesis.

Organisation of teaching

Teaching and exams are in Icelandic.

Many courses offer real-time distance teaching, though requirements may vary and students are encouraged to check carefully how each course is taught.

Main objectives

The programme aims to provide students with thorough knowledge of concepts, theories, teaching methods and research methodology in the field of language and literacy.

Other

The programme does not grant a teaching license.

In general, admission to the programme requires the applicant to have completed a teacher education, in general with a first-class grade (7.25) or above, and to have obtained a license to teach in preschool, compulsory school, or secondary school. 

For the final exam, students must complete 120 ECTS credits.

The following documents must accompany an application for this programme:
  • CV
  • Statement of purpose
  • Reference 1, Name and email
  • Reference 2, Name and email
  • Certified copies of diplomas and transcripts
  • License

Further information on supporting documents can be found here

Programme structure

Check below to see how the programme is structured.

This programme does not offer specialisations.

First year | Fall
Multilingualism and literacy (KME116F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
First year | Fall
Language development (KME104F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

Language of instruction: Icelandic
Distance learning
Attendance required in class
First year | Spring 1
Language Development and Literacy (KME204F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

The main topics will be:

- Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

- Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

- Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

- Effective approach to increase children's interest in reading

- Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
First year | Year unspecified
Theories in Sociology and Philosophy of Education (MVS101F, MVS009F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

During the first half of the semester theoretical approaches are presented and discussed.

During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Learning theories: Application and research (MVS101F, MVS009F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

  • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
  • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
  • Students will read research articles where these learning theories are studied and applied in practice.
  • Emphasis will be placed on understanding what constitutes evidence-based practice. 
  • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
First year | Year unspecified
Research with children and youths (KME201F, MVS011F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

Aims for students to:
Understand the theoretical ides and views underpinning research with children. Students:

  • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
  • Gain knowledge and understanding on the performance of research with children and young people.
  • Are able to apply theoretical approach as planning projects and research.

During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

Language of instruction: Icelandic
Distance learning
Attendance required in class
First year | Year unspecified
Action research (KME201F, MVS011F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

Language of instruction: Icelandic
Distance learning
Attendance required in class
Second year | Fall
Learning and teaching: Supporting children with special needs (MAL102F, KME115F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Fall
Working in inclusive practices (MAL102F, KME115F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

Content
The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Fall
Language and Reading Disabilities (KME108F)
A mandatory (required) course for the programme
10 ECTS, credits
Course Description

The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Second year | Spring 1
Reading and teaching to read: emphases and development (KME206F)
Restricted elective course, conditions apply
10 ECTS, credits
Course Description

The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Fall
Pedagogy and Multilingualism (MAL103F)
Free elective course within the programme
10 ECTS, credits
Course Description

Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Year unspecified | Fall
Teaching Icelandic as a second language (ÍET102F)
Free elective course within the programme
10 ECTS, credits
Course Description

Course description

This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Not taught this semester
Year unspecified | Fall
Literacy and dyslexia in language education (ÍET005M)
Free elective course within the programme
10 ECTS, credits
Course Description

-

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Year unspecified | Fall
Introduction to Parenting and Counseling for Parents (FFU101M)
Free elective course within the programme
10 ECTS, credits
Course Description

The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Prerequisites
Year unspecified | Fall
Parent education: Supporting parents in their role (FFU301F)
Free elective course within the programme
10 ECTS, credits
Course Description

Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

NB The course is taught both in Icelandic and English.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Attendance required in class
Year unspecified | Spring 1
The joy of language: Successful preschool and primary school work (KME002F)
Free elective course within the programme
10 ECTS, credits
Course Description

The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

Work process
The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

Who the course is for
The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

Language of instruction: Icelandic
Distance learning
The course is taught if the specified conditions are met
Year unspecified | Spring 1
Icelandic and the education of multilingual students (ÍET206F)
Free elective course within the programme
10 ECTS, credits
Course Description

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

Language of instruction: Icelandic
Face-to-face learning
Distance learning
Online learning
Attendance required in class
First year
  • Fall
  • KME116F
    Multilingualism and literacy
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME104F
    Language development
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME204F
    Language Development and Literacy
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • MVS101F, MVS009F
    Theories in Sociology and Philosophy of Education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

    During the first half of the semester theoretical approaches are presented and discussed.

    During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F
    Learning theories: Application and research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F, MVS011F
    Research with children and youths
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

    Aims for students to:
    Understand the theoretical ides and views underpinning research with children. Students:

    • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
    • Gain knowledge and understanding on the performance of research with children and young people.
    • Are able to apply theoretical approach as planning projects and research.

    During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F, MVS011F
    Action research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • MAL102F, KME115F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL102F, KME115F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME206F
    Reading and teaching to read: emphases and development
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • MAL103F
    Pedagogy and Multilingualism
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÍET102F
    Teaching Icelandic as a second language
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Course description

    This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    ÍET005M
    Literacy and dyslexia in language education
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    -

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU101M
    Introduction to Parenting and Counseling for Parents
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU301F
    Parent education: Supporting parents in their role
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

    NB The course is taught both in Icelandic and English.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME002F
    The joy of language: Successful preschool and primary school work
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • ÍET206F
    Icelandic and the education of multilingual students
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
Second year
  • Fall
  • KME116F
    Multilingualism and literacy
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME104F
    Language development
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME204F
    Language Development and Literacy
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • MVS101F, MVS009F
    Theories in Sociology and Philosophy of Education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

    During the first half of the semester theoretical approaches are presented and discussed.

    During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F
    Learning theories: Application and research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F, MVS011F
    Research with children and youths
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

    Aims for students to:
    Understand the theoretical ides and views underpinning research with children. Students:

    • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
    • Gain knowledge and understanding on the performance of research with children and young people.
    • Are able to apply theoretical approach as planning projects and research.

    During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F, MVS011F
    Action research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • MAL102F, KME115F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL102F, KME115F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME206F
    Reading and teaching to read: emphases and development
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • MAL103F
    Pedagogy and Multilingualism
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÍET102F
    Teaching Icelandic as a second language
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Course description

    This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    ÍET005M
    Literacy and dyslexia in language education
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    -

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU101M
    Introduction to Parenting and Counseling for Parents
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU301F
    Parent education: Supporting parents in their role
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

    NB The course is taught both in Icelandic and English.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME002F
    The joy of language: Successful preschool and primary school work
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • ÍET206F
    Icelandic and the education of multilingual students
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class
Year unspecified
  • Fall
  • KME116F
    Multilingualism and literacy
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The aim of this course is to increase students’ knowledge and understanding about the influence that multilingualism may exert on the development of literacy. Reading development of multilingual children will be discussed, based on the orthographic systems of their languages, effective instrucion in Icelandic as a second language with newly arrived children at various ages, and also children with long residence who need effective support for their educational achievement. Participants of the course are encouraged to take account of high quality research findings, think critically about each topic based on their own experience, and to relate to their specific field and interests. The purpose of the course is also to encourage students to constantly seek for new knowledge, based on high quality research findings, as a means to develop their skills in the teaching of multilingual children.

    Teaching will take place both at meetings and on the course's website. Presentations will be accessable on the website and students participate in discussions at the meetings and on the website.

    Face-to-face learning
    Distance learning
    Prerequisites
  • KME104F
    Language development
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main goal of this course is that students acquire a solid understanding of children’s language development from infancy through adolescence and the fundamental influencing factors. The main emphasis is to increase students’ proficiency in providing children with quality language intervention as foundation for education and reading. Further the students are encouraged to link together science and practice and to connect the topics with their prior experience. The emphasis is on that the students get to know Icelandic and international research in the field and what teachers can learn from the research results on what experience, education, communication, and intervention both at home and in schools provide the best practice for good language development


    Central topics of the course: Development of language with historical perspective, living conditions, motivation, and natural competence of newborns. Development of language from birth, phonemic development, development of vocabulary, grammar, and communication skills. The importance of quality language input, at home and at school. The relation between language proficiency and cognitive and social skills, and literacy. The main disorders of language and speech like developmental language disorder (DLD), speech sound disorder and stuttering. Language development of multi/bilingual children. The importance of early intervention and general language stimulation. Informal language assessment on individual children's language skills, as well as design and plan teaching which central aim is to support and provide children opportunities to develop their language skills to become active language users.

    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME204F
    Language Development and Literacy
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The main aims of the course are to increase students' understanding of the relations that exist between language development and literacy and to enable them to strengthen their abilities in employing an effective teaching approach. Students are encouraged to focus on the age that refers to their specific field of interest and/or study.

    The main topics will be:

    - Basic underlying factors of reading: phonological, and morphological awareness, reading fluency, and early intervention

    - Language development from birth and throughout the lifespan – how this relates to the development of literacy: Listening and reading comprehension - productive language skills in speech and writing. How early language input strongly predicts progress throughout the years, but also how language support and stimulation can enhance children with poor language skills.

    - Active participation in school activities and active language use: How to take into account and spurt children's interest in their studies. The progress in language and literacy skills will be most successful when learners deal with current, interesting affairs, they will be more likely to take an active part in discussions and make good progress in writing.

    - Effective approach to increase children's interest in reading

    - Assessing language understanding and productive language proficiency. Regular and systematic evaluation makes it possible to give the actual support that each learner needs in order to make constant progress.

    Teaching will include presentations accessible on the course's website, discussions both at meetings and on the website, and assignments.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Year unspecified
  • MVS101F, MVS009F
    Theories in Sociology and Philosophy of Education
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The content of the course will be centred around contemporary themes in the sociology and philosophy of education. We will discuss the sociological or philosophical aspects of current issues in society such as equality, multiculturalism, social class, pedagogy, democracy and inclusive education. 

    During the first half of the semester theoretical approaches are presented and discussed.

    During the second half students work in groups on self-chosen topics and are guided through developing a research plan or development projects using the theories presented before mid-semester.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MVS101F, MVS009F
    Learning theories: Application and research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    Objectives
    The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

    Content

    • Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
    • Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
    • Students will read research articles where these learning theories are studied and applied in practice.
    • Emphasis will be placed on understanding what constitutes evidence-based practice. 
    • Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 
    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F, MVS011F
    Research with children and youths
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course gives an overview of research with children and young people, in order to understand their views and experiences as they participate in research. These methods build on ideas about early childhood education, manly coming from sociology, where early childhood is seen as a specific research area and linked to research with young people and other groups in danger of being marginalized. Furthermore, building on postmodern ideas, seeing children as strong and competent, having own perspectives towards social issues. and also in relation to the movement of working towards children’s rights as citizens.

    Aims for students to:
    Understand the theoretical ides and views underpinning research with children. Students:

    • Gain knowledge and understanding about the challenges and solutions researchers face as they in research work with children and young people, in matters such as relations and interaction, informed consent, confidentiality and protection.
    • Gain knowledge and understanding on the performance of research with children and young people.
    • Are able to apply theoretical approach as planning projects and research.

    During the course, the challenges meeting researchers, as doing research with children and young people, will be discussed. Ideology and ethical issues will be addressed

    Distance learning
    Prerequisites
    Attendance required in class
  • KME201F, MVS011F
    Action research
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    This is an introductory course addressing theoretical, philosophical and practical issues related to action research. The history and development of action research worldwide will be outlined. We will take a look at ideologies and issues that divide action researchers into different camps. A special attention will be on action research in Icelandic schools an other educational forums, how it has developed until now and how it might be taken further. The main emphasis  in the course is on learning in action: The participants will learn about action research through the process of conducting their own research project.

    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • MAL102F, KME115F
    Learning and teaching: Supporting children with special needs
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    In this course students explore teaching of diverse groups in inclusive settings, emphasizing strategies to address diverse educational and sociological needs of students, guided by human values, democracy and social justice. The emphasis is on evidence-based strategies to address the most common students´ special needs related to reading difficulties, behavioral difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time the use of respectful, person-first language, putting strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualized behavior support, multi-disciplinary and parent collaboration. The course focus is on inclusive, evidence-based practices that aim to provide students with special needs opportunities equal to those of their classmates.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • MAL102F, KME115F
    Working in inclusive practices
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The course aims to prepare participants to draw on their resources in their work with diverse groups of students. In the course, we draw on inclusive education theories and research, emphasizing a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is put on teaching strategies and educative assessment that works for diverse groups of students, and adapting teaching and learning to students with special needs.

    Content
    The focus of the course is on inclusive practices. How to create a learning environment that cares for all students learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

    Work process
    The course is a blended course online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

    The teaching is through lectures, projects, collaboration, discussions in class, on canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • KME108F
    Language and Reading Disabilities
    Mandatory (required) course
    10
    A mandatory (required) course for the programme
    10 ECTS, credits
    Course Description

    The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development. The aim of this course is that students consider and critically evaluate the main theories and research findings on reading difficulties. Emphasis is given to the relation between language and literacy along with neuropsychological issues and individual differences in literacy development.

    Course organisation: Lectures, discussions, case studies, short investigations, group work, and individual work.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME206F
    Reading and teaching to read: emphases and development
    Restricted elective course
    10
    Restricted elective course, conditions apply
    10 ECTS, credits
    Course Description

    The main topics of the course include teaching of reading, regarding the five main areas of reading instruction: phonological and phonemic awareness, decoding, fluency, vocabulary, reading/listening comprehension along with writing, at the beginner and intermediate levels. Emphasis is placed on definining effective, evidence based reading methods that best enhance student skills in above-mentioned sections and they are evaluated in the light of research findings and theories on reading. Assessment methods and tests of reading, reading fluency and reading comprehension will be examined. Various influences in the development reading, reading comprehension and writing will be taken into account, in regards to design of teaching, educational materials, educational environment, teachers and pedagogists.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Fall
  • MAL103F
    Pedagogy and Multilingualism
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Language is a necessary tool for expression and communication and opens the door to knowledge and understanding of societies. Knowledge of languages increases open-mindedness and promotes intellectual development and a better understanding of own culture. Plurilingualism is linked to education, achievement, and student well-being. The course aims are for participants to become familiar with ways to evaluate and use students' linguistic and cultural resources and apply teaching methods based on the linguistic resources of multilingual students to promote their learning.

    Face-to-face learning
    Distance learning
    Prerequisites
  • ÍET102F
    Teaching Icelandic as a second language
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Course description

    This course is primarily intended for teachers specializing in the instruction of Icelandic as a second language but is also suitable for preschool teachers, classroom and subject teachers, special education teachers, and school administrators. The course aims to enhance participants' knowledge and understanding of Icelandic language acquisition among children and students with foreign backgrounds. It introduces practical approaches and methods for teaching speaking, listening, reading, writing, vocabulary, and grammar. Topics covered include plurilingualism, language acquisition, and learning; teacher competence and professional development in Icelandic as a second language; planning, teaching materials, teaching methods, and theories in the instruction of Icelandic as a second language. All course activities aim to increase participants' ability to apply targeted and professional teaching methods in Icelandic as a second language instruction and to support Icelandic at all educational levels. Additionally, the course encourages critical thinking about the application of teaching methods and the ability to justify pedagogical decisions with reference to Icelandic language policies and both Icelandic and international research on second language learning. Furthermore, the course is designed to inspire continuous knowledge-seeking and foster the creation of a learning community in the workplace.

    Face-to-face learning
    Distance learning
    Prerequisites
  • Not taught this semester
    ÍET005M
    Literacy and dyslexia in language education
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    -

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU101M
    Introduction to Parenting and Counseling for Parents
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The aim of this course is to introduce students to major theories on parenting and to help them prepare for parenting education. The course will have a broad theoretical basis, in order to help students to have a wide focus on the parenting role and best practices.

    Face-to-face learning
    Distance learning
    Prerequisites
  • FFU301F
    Parent education: Supporting parents in their role
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    Students will examine adult, adolescent, and parent learning and development from the perspective of their relevance for parent education. Research information and variety of theoretical perspectives will be presented and critiqued. Personal professional development will be facilitated through challenging assumptions and examining knowledge and competencies required for parent educators.

    NB The course is taught both in Icelandic and English.

    Face-to-face learning
    Distance learning
    Prerequisites
    Attendance required in class
  • Spring 2
  • KME002F
    The joy of language: Successful preschool and primary school work
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    The course aims to increase participants' knowledge about the importance of language stimulation in various activities with children. They learn to apply effective approaches, based on play and creativity, whose main aim is to support language development and active language use of children.

    The central topics are: a) encouraging language environment that enhances children’s language use in daily activities b) rich interactive language use in both free and structured play c) together time and reading activities used to encourage vocabulary learning and active discussions, for the benefit of all children d) music and song as a source for language development e) drama as a means for active language use.

    Work process
    The course is taught in local sessions and distance learning. Presentations are accessible on the course's website and students participate in discussions both at meetings and on the website.

    The course is focused on practice and collaboration and the aim is that participants develop learning communities within and across schools, which they can then develop further after they have completed the course. Thus, participants will gain the opportunity to learn together and support each other while developing their activities with children. The basic idea is that it is the responsibility of every teacher and each school employee to support and encourage the language development of children and their active language use.

    Participants write a report diary, where they discuss each topic, reflect on their work with children, and discuss how they manage to implement the approach introduced in the course. Additionally, they participate in discussions with fellow participants and teachers in local sessions and online.

    Who the course is for
    The course is intended for all those who work with 1-7 year-old children, in kindergarten and primary school, parents, and others who are interested in children’s language development and stimulation. The course will allow participants to increase their basic knowledge about language acquisition and effective ways to support children in developing their language skills. Thus, the course will give a solid foundation for constant progress in language activities with children.

    Distance learning
    The course is taught if the specified conditions are met
    Prerequisites
  • ÍET206F
    Icelandic and the education of multilingual students
    Elective course
    10
    Free elective course within the programme
    10 ECTS, credits
    Course Description

    In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

    The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

    Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

    Face-to-face learning
    Distance learning
    Online learning
    Prerequisites
    Attendance required in class

The timetable shown below is for the current academic year and is FOR REFERENCE ONLY.

Changes may occur for the autumn semester in August and September and for the spring semester in December and January. You will find your final timetable in Ugla when the studies start. Note! This timetable is not suitable for planning your work schedule if you are a part-time employee.




Additional information

The University of Iceland collaborates with over 400 universities worldwide. This provides a unique opportunity to pursue part of your studies at an international university thus gaining added experience and fresh insight into your field of study.

Students generally have the opportunity to join an exchange programme, internship, or summer courses. However, exchanges are always subject to faculty approval.

Students have the opportunity to have courses evaluated as part of their studies at the University of Iceland, so their stay does not have to affect the duration of their studies.

An education in this area can open up opportunities in:

  • Language and literacy teaching
  • Reading support
  • Research and academia
  • Teaching in preschools and compulsory schools
  • Special education
  • Developmental therapy
  • Support within schools and educational institutions

This list is not exhaustive.

Kennó is the organisation for student teachers at the University of Iceland. Kennó organises events such as socials for new students, annual galas and workplace tours. Kennó has also organised the Come and Teach project, which is aimed at publicising teaching degrees.

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