Teaching Icelandic as a second language (ÍET102F)

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.

Learning and teaching: Supporting children with special needs (MAL102F)

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.

Introduction to Parenting and Counseling for Parents (FFU101M)

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.

Literacy and dyslexia in language education (ÍET005M)

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Icelandic and the education of multilingual students (ÍET206F)

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.

The joy of language: Successful preschool and primary school work (KME002F)

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 and Reading Disabilities (KME108F, KME206F)

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.

Reading and teaching to read: emphases and development (KME108F, KME206F)

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.

Multilingualism and literacy (KME116F)

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 development (KME104F)

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 Development and Literacy (KME204F)

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.