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Situation.In Norway Discusses The.Role of English in the Community .Instruction in Eolleges of Education and at Universities Is DOCUMENT RESUME ED 142 086 FL 008 765 TITLE . English. Language Teaching Profile:Norway. INSTITUTION British Council, London, (England) .English-Teaching Info...mation Centre. PUB DATE May 77 NOTE 19p. EDRS PRICE MF-$0.83-HC-$1.67 Plus Postage. DESCRIPTORS Adult. Education; *Curriculum; Educational Finance; Educational Policy; '*Elementary SeCondary Education; *English (Second Language);'English for Special ' 'e7lirposes; Foreign Countries; Higher 'Education; Instructional Materials; *Language Instruction; Language of Instruction; Language Proficiency; Language 'Role; Language Teachers; Language Tests; Language Usage; Second Language Learning;Teaèher Education; Universities IDENTIFIERS *Norway ABSTRACT This profile of the English language teaching situation.in Norway discusses the.role of English in the community and within the educational system. The discussion of English in elementary and secondary education covers compulsory education, the various curricula at 'the secondary level; examinations at alllevels, and the aims and goals of the curriculum in general. English .instruction in eolleges of education and at universities is also dealt with, as well as the English teaching staff, in-service training, associations of teachers of English, teaching materials used, adult education, and British and American support for the teaching of English. An overview of current research on English langUage teaching and a bibliography concludethe profile. (CLK) ***********************************************************#********** Documents aequired by ERIC include many informalunpublished * materials.not airailable from othersources..ERIC.makes every effort * to obtain the best Copy available. Nevertheless,items of marginal * * reproducibility are Often encountered andthis affects the quality * * of tLe, microfiche and hardcopy'reproductions ERICmakes available * via the ERIC Document Reproduction ServiceEDRq. EDRS is not * responsible for the quality.of theoriginal document. Reproductions * * supplied by EDRS'.are the best that can bemade from the original. * *********************************************************************** V /. InG rt:innIbwUNI L) HEYKUUULt THIS 1 EDUCATION & WELFARE MATERIAL HAS BEEN G.RANTED BY NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM L THE PERSON OR ORGANIZATION ORIGIN. 1/ryi,v0.241Z111(...cl/L52.- AT1NC IT POINTS OF VIEW OR OPINIONS ENGLISH TEACHING INFORMAT6iN CENTRE STATED DO NOT NECESSARILY REPRE n)1 III :EDI CA T IONAl RESOURCES SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSCHON OR POL ICY INFR,I,VATION CENTER IFOICI AND iHR; ;;YSTEM CON MACTORS ENGLISH LANGUAGE TEACHING PR)FILE COUNTRY: NORWAY May 1977 'LIST OF CONTENTS: 1. The role, of English 1:1 General English as a medium/second language 2. English within the Educational System(Schools) 2.1 'Compulsory Education 2.2 English in the Compulsory School 2.3 The Upper Secondary School 2.4 English in the Upper Secondary School 2.4.1 General study course --Modern Languagesline 2.4.2 General study course Commercial line 2.4.3 General study course Science, Natural Sciences, Latin lines" 2.4.4 The new 2-year basic course 2.4.5 The third-year supplementarycourse 2.4.6 Three-year vocational courses 2.5 Examinations 2.5.1 The Youth School 2.5.2 The Upper Secondary School (GeneralStudy Course) 2.5.3 English Jxaminations in'the youth school 2.5.1 English examinations in the'general studyceurse (I) 2.5.5 English examinations in the generalstudy course (2) 2.6 Content and aims: Language andLiterature 2.6.1 The 9-year compulsory school 2.6.2 The Upper Secondary School: Aims 2.6.3 The Upper Secondary Scheol: Content 2.7 English'in the school system:some final comments 3. English within the Educational System(Colleges of Education) The Colleges of Education 3.2 English in the CollegeS o1 Education- types of course 3.3 English in the Colleges of Education- course content .3.4 The Newcastle course' 4. English within the EducationalSystem (the Universities etC.) 4.1 The Universities 4.2 English in the Universities:courses and examinations 4.3 English in-.the Universities:content . 44 English the Universities: English outsidethe faculties of Engli:. 4.5 The Regional Colleges 5. The Teaching Cadre 5.1 Teachers of English 5.2 In-service training etc. 5.3 Associations of Teacherg of English2 G. Teaching Materials 6.1 -Textbooks 6.2 Textbooks most widely used 6.2.1 4th-6th yers 6.2.2 7th-9th years 6:2.3 Upper secondary schools 6.2.4 Special'English 6.3 Other materials 6.4 Other production:final comment 7. Adult educatien_ 7.1 The new (1976) Adult EducatiOn Act 7.2 English in Adult Education 8. English outside the educational system 9.1 British support for the teaching of English: British Council . 9.2 British support for the teaching of English: expatriate staff 10. American support for the teaching of English 11. General statement on the educational system 11.1 General statement on the ELT situation 12. Current research and bibliography 12.1 Research 12.2 Bibliography ENGLISH LA/NGUAGE TEACHING'PROFILE NORWAY 1. The role of English. 1.1 Norway.is a country of 4 million peoplewith a highly-developed democratic and centralised state educationsystem, an outline of which will be found in our Educational Profilefor Norway. The only ether peoples with whom-communication is possiblethrough Norwegian are the Swedes, Danes and Icelanders, and sincethe Pnd of, World.War 2 English has been recognised as the first foreignlanguage. As the country relies heavily on its invisible and visibleexports, English is as important in shipping, insurance and bankingas it is ia industry and commerce in general; and international,exchanges intechnology and science, in, the humanities and in diplomacy.are largely conducted in English. Internally, most Norwegians are exposed toa great deal.of English through TV, radio and films; many(even popular) books are not available in translation; and non-Nordictourists, even the French and Germans, accept English as the lingua franca,while Norwegians themselves expect to use it when they teavel outsideScandinavia. English is thus important both to the country and to theindividual, and people of all ages are motivated to learn it.Almost everyone understandssome EngliS11, and very many Norwegians speak itfluently. 1.2 English is not formally recognisedas a medium of instruction, Out non-Scandinavianslecture and teach init at university level, and in some disciplines (eg medicine, engineering, economicsand the social sciences) many of the textbooksare British\or American. English is not a second language, despite the ease with whichsome Norwegians converse in it with each other at internationalconferences 6r.in the presence of non-Norwegians for historical,reasons NorWegiansare very conscious of and devoted to theirown languages.'But in some narrow fieldsin which it has been the major language Of development(the oil industry, tele- communications, air travel etc.) English could well become a second language. 2. English within the Educatienal System (Schools) 2.1 Compulsory Education Compulsory education in the Basic School(grunnskolen) lasts for nine years, from 7+ to 16, and is divided between the juniorstage (barn6trihnet) (7-13) and the youth stage (ungdomstrinnet) (13-165. Schools have a 5-day 30-period week, classes do not exceed 30,there is no streaming; 'and policy.is to absorb handicapped childrenas far as possible intO ordinary classes. 2.2 English in the Compulsory School English is now usually started in the4th class (ie at age 11)2though some schools introduce songs and games etc inEnglish in the 3rd class. 'The number of periods isas shown below (though in the 4th and 5th classes some schools have 4 i-lessons): Class 4 5 6 7 8 No. of English lessons: 2 2 3 3 3 3 2.3 The Upper Secondary School Higher secondary education isnow undergoing sweeping reforms: previously existing types of school (the 3-year gymnasium,with its various "sides" of"lines", of which the moderulanguages and the science"lines" are Ahe most important; the vocational schools; thecommercial schools.and . colleges; and some.of the technical schools, are tobe brought together into the "videregRende skole"(Upper secondary school), which will offer two and three-yoar courses to all whodesire.them. The organisation will be flexible, so that pupils should have somepossibility for moVement from one course to another, and.need not take their3-yeaT entitlement either immeliately after leaving the youtn..school at16/17 or in 3 consecutive school-years. One aim in this is further democratisation of the sChool system, another is to reduce rigidity. The new structure iS illustrated in the diagram below. It will be some years before this is fully effective, and meanwhile there will be avariety Of diflerent patterns. The part played by English in some of these is..given in2.4. Diagram showing the New School Stilucture The General 2-year basic Course Vocational Study Course with 'a Supplementary Study Courses (previously , Course (combined study gymnasium) courses) 3rd year (12th year) A 2nd. year (11th year) A A IN 1st year (10th year) 9-year cOmprehensive school (the compulsory basic school) general vocational The pupils themselves decide for how many years they want to stay in the upper secondary schnol (1, 2, 3_or in some..cases4). When. finishing a school year they have to decide whether.they want to pursue their studies or go to work. The only.exception is the two-year basic course. Tfie pupils.who have chosen this course, must pursue
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