Tips: Systematic language training through a series of programme courses – an example

Here is an example of how systematic language training – reading, writing, managing academic texts – have been implemented in all courses of a 1-year study programme that concludes with an independent project. We hope it will inspire you.  

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Planning language progression throughout an entire study programme

A student with generally weak language skills is not likely to solve the issues over the time period of one single course. Measures to strengthen a student’s language skills therefore need to be planned using an overall approach that looks at the entire study programme.

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Giving feedback on poor writing: How do you approach it?

It can be difficult to criticise someone’s writing. And perhaps even more difficult to be at the receiving end. And it will not be made easier if it concerns a course that does not revolve around language at all. Here is some advice on how to increase the chances of successful feedback.

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Reading instructions for students? When and how?

If you arrive at university fresh out of upper secondary school or after several years in working life, it can be difficult to approach the task of reading large quantities of text. How would you – the teacher – describe your target group? Do they need the support of reading instructions and study techniques?

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Pedagogical café: Discussing language difficulties with students

In the pedagogical conversation with UPE under the heading “How do you discuss language difficulties with students?” in Zoom 17 May 2022, over 60 members of teaching staff gathered to discuss students’ language difficulties and how it affects teaching.

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Special support for students with special needs

Some students need special arrangements to be able to participate in teaching and examination. If the needs are due to a permanent disability, they are entitled to such support. The teacher/examiner must, however, not decide for himself whether the student has needs that entitle a student to support. Such assessments and decisions are made by Enheten för studentstöd (the Unit for Student Support).

It is the student himself who applies for special support. The basis for receiving support is that the student has a documented disability.

Note that the teacher/examinator only need to have access to the actual decision, not to documents regarding the medical status that was basis for the decision about support. Such documents should be handled only by the Unit for Student Support.

If the student is granted special support, a decision is issued by the Unit for Student Support informing the teacher/examiner on what kind of arrangements that should be made in examination (or in the teaching, depending on what the decision says).

Common support is extra time for examination, oral examination or examination in a small group.When the decision is about support related to the actual teaching and learning activities, it may involve, for example, help to make lecture notes, the right to have access to material in advance or in talking book format and the like.)

  • Students with special needs
    Collected information about different types of support that can be offered to students at Karlstad University.


Examining is a wasp’s nest of things to keep track of and take into account. For us as university, it places special demands on predictability and equal treatment. We also, as an authority, have access to large resources to live up to this responsibility.