This teaching resource does not explicitly cover all five skills defined by the Common European Framework of Reference for Languages (CEFR, 2018) – i.e., reading, writing, speaking, listening and meditation – but it displays a big potential for an integrated approach to all of them, so as to facilitate a harmonious development of students’ language competences. Nevertheless, this teaching resource offers opportunities for both oral and written practice in a variety of formats (mainly video and text). Teachers are provided with an array of varied resources which they can implement and adapt to meet their students’ needs. Therefore, this teaching resource shows a high potential for language learning objectives, as general Norwegian.
What follows is a series of methodological guidelines as to how this resource could be used in a real classroom setting, ranging from face-to-face tuition through blended learning to virtual scenarios. This teaching resource would be implemented as part of a much more comprehensive teaching unit. The target group should be no larger than forty-five higher education students, attending a specialization course aimed at enhancing their general language competences on the subjects of this teaching resource. The advised approach to implement this teaching resource is quite communicative, and the most appropriate methodology is eclectic, active and learner-centered, including cooperative learning and project-based learning.
Course materials are presented in multiple formats for both formal instruction and self-study, structured around a number of modules, which can be used flexibly to suit students’ needs. Students and lecturers should follow the pedagogical guidelines on the website, where text, videos, self-assessment activities and practice can be found to consolidate learning.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
The adaptability of this teaching resource is quite limited because it offers resources for the learning of Norwegian as a second language. In addition, its technical usability and accessibility for both lecturers and students can be said to be flexible enough for different learning scenarios. As a result, the motivation enhancement and the comprehensive of this teaching resource is assessed by these evaluators as quite suitable for the target groups in the context of Language for General Purposes. Teachers are expected to adapt this resource to best suit the specific needs of their students. This material is versatile enough to help lecturers and students alike monitor the learning process.
Website of the Teaching Source: