UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
…………18th December 2014…………….(date)
MODULE SPECIFICATION
1.
Title of the module
GE598 Learning Danish 2B
2.
School or partner institution which will be responsible for management of the
module
School of European Culture and Languages
3.
Start date of the module
September 2015
4.
The number of students expected to take the module
12 students
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
I-Level
7.
The number of credits and the ECTS value which the module represents
15 credits (7.5 ECTS)
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn
9.
Prerequisite and co-requisite modules
Pre-requisite: ‘Learning Danish 1A OR ‘GE593: Danish through the medium of crime
fiction’. Students can also be accepted onto the module if they have Danish language skills
equivalent to the upper end of level A2 on the Common European Framework of Reference
for Languages (CEFR) scale.
10. The programmes of study to which the module contributes
BA in German (SH and JH). The module is also available as a wild module to any
undergraduate with an interest in Danish language & culture who meets the required
standard.
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UNIVERSITY OF KENT
11. The intended subject specific learning outcomes
On successful completion of this module, students will be able to demonstrate
proficiency in the Danish language equivalent to median range of the B1 level
(Independent User) on the CEFR scale. Students who successfully complete the
module will have acquired the following language skills relating to the main topics
outlined under point 13.
11.1.
Listening
Students can begin to understand the main points of
clear standard output on familiar matters that have
been rehearsed.
11.2.
Reading
Students can read texts that consist mainly of highfrequency every day or university-related language.
11.3.
Speaking
Student can enter a prepared conversation with a
(Danish) native speaker and talk about familiar topics
(everyday life, family hobbies, interests, work and
travel).
11.4.
Writing
Students can connect phrases in a simple way to
describe events, hopes and ambitions. Students can
also in a simple way narrate a story or the plot of a film
or a book.
11.5.
Grammar
Students can use reasonably accurately a repertoire of
frequently used patterns associated with fairly
predictable situations. Students for example know all
tenses and also have knowledge of irregular verbs and
inversion.
11.6.
Pronunciation
Students control all Danish sounds and pronunciation
is generally clear enough to be understood despite a
noticeable foreign accent.
12. The intended generic learning outcomes
On successful completion of this module, students will be able to:
12.1.
Independently identify knowledge gaps and are able to use appropriate,
advanced resources (including online tools) to fill these.
12.2.
Manage workload and organise their time efficiently.
12.3.
Transfer their skills of writing cogent, well-structured text and developing
arguments when writing in other languages, including their mother tongue.
12.4.
Participate in conversation and discussion, listening to, respecting and
complementing the contributions of others.
12.5.
Use strategies for paraphrasing and circumlocution.
12.6.
Reflect on the target culture and their own culture in an intercultural context.
13. A synopsis of the curriculum
This module is a follow-up module, which builds on the knowledge of Danish language
and culture acquired in Learning Danish 1A/1B. It consolidates students’ existing
competences in the four main language-learning areas: reading, writing, speaking and
listening. The language teaching will be delivered communicatively and will introduce
increasingly complex Danish grammar, syntactical structures, semantic specificities and
pronunciation subtleties. Topics will relate closely to students’ everyday life as university
students and purpose-made material will enable students to participate in conversations
about their study area, working methods, life on campus, sport and leisure activities.
14. Indicative Reading List
 Garde, Anna. 2011. Danish Dictionary: Danish-English, English-Danish. (Routledge
Bilingual Dictionaries) or equivalent.
 Langaard, Birte. 2011. Pæredansk (Copenhagen: Gyldendal)
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UNIVERSITY OF KENT

Lundskær-Nielsen, Tom, and Philip Holmes. 2011. Danish: An Essential Grammar
(London: Routledge)
A high quantity of purpose-produced materials will form the basis of the module’s
resources. These will be made available to students via the Moodle page. In addition,
online (text, audio and video) material will be used (Online dansk, Dansk på arbejde and
Nyidanmark).
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
This module will be taught by means of 3 hours of seminars and a 1-hour conversation
workshop for ten weeks, which amount to 40 (80) total contact hours.
Seminar hours:
30 hours
Conversation hours:
10 hours
Independent study hours:
110 hours
Total study hours:
150 hours
The seminar hours will be in small seminar groups to allow for close involvement and
interaction. These will combine individual, pair and group work, which will develop
speaking, reading, listening and writing skills (11.1-11.6, with lesser focus on 11.1,11.3;
12.1-12.6). There will be language homework (11.1-11.2, 11.4-11.5, 12.1-12.6); and
regular formative written assessments throughout the term(s) (11.4-11.5, 12.1-12.3).
Students will be highly encouraged to form study groups in which they can practise
vocabulary, communicate in Danish, develop understanding of grammar, etc. (11.111.6, 12.1-12.2, 12.4-12.6). The weekly conversation hour focuses solely on oral
understanding and production (11.1, 11.3, 11.6, 12.1, 12.4 and 12.6).
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
100% coursework:
A) 1 Oral test (10 minutes, 20%)
Testing learning outcomes 11.1, 11.3, 11.5-6, 12.4-6.
B) 8 written take-home assignments of approximately 150 words (4x5%=20%)
Testing learning outcomes 11.10-11, 12.1, 12.3 and 12.5-6.
C) 1 In-class listening test (15 minutes, 20%)
Testing learning outcomes 11.1, 11.4, 12.2.
D) 1 In-class written test (1 hour, 40%)
Testing learning outcomes 11.2, 11.4-5, 12.2-3 and 12.5-6.
17. Implications for learning resources, including staff, library, IT and space
A part-time member of staff may be needed to teach this module.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury.
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Module Specification Template (v.October 2014)