Bøker
Lærebøkene inneholder studielitteratur som inngår i begge emnene i PPU (3210/3310L og 3220).
Brevik, Lisbeth M. og Ann Elisabeth Gunnulfsen: Les mindre – forstå mer! Strategier for lesing av fagtekster 8.–13. trinn , 2012. Gyldendal Akademisk. 1.utg, kap. 1-3 (106 sider), kap 5 (17 sider), kap. 7 (28 sider) .
Cook, Vivian: Second Language Learning and Language Teaching, 2008. Arnold. 4. utg. Kap. 8, 9 og 11 (53 sider).
Simensen, Aud Marit: Teaching a foreign language, principles and procedures, 2007 (2nd Edition). Fagbokforlaget. Kap. 9, 10 og 11 (38 sider).
Artikler i kompendium
Ibsen, Elisabeth: "Ch 5. Meeting Literature in a Foreign Language. An Aesthetic Dimension" i Encounters with Literature, The Didactics of English Literature in the Context of the Foreign Language Classroom in Norway, 2000. Høyskoleforlaget. ss. 137-184 (47 sider).
Artikler tilgjengelig på nettet
Drew, I. & Pedersen, R. R. (2010).‘Readers’ Theatre: A different approach to English for struggling readers’, in Acta Didacta.
Lee, I. (2013). ‘Research into Practice. Written corrective feedback’, in Langauge Teaching, Volume 46 (01), pp. 108-119 (11 pages).
Lund, A. (2008). Assessment made visible: individual and collective practices, in Mind, Culture and Activity, 15, pp 32-51 (20 pages).
Myhill, D. A., Jones, S. M., Watson, A. & Lines, H. E. (2013). ‘Playful Explicitness with Grammar: A Pedagogy for Writing’, in Literacy 47 (2), pp. 103-111 (7 pages).
Norton, B., & Toohey, K. (2011). ‘Identity, language learning, and social change’ in Language Teaching, 44(4), pp. 412-446 (34 pages).
Swain, M. (2001). ‘The output hypothesis and beyond: Mediating acquisition through collaborative dialogue’, in J. P. Lantolf (Ed.), Socicultural Theory and Second Language Learning. Oxford: Oxford University Press, pp. 97-114 (18 pages).
Tomlinson, B. (2012). ‘Materials development for language learning and teaching’, in Language Teaching 45(2), pp. 143-179 (35 pages).
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning 4 (2), pp. 327-369 (43 pages).
Udir (2006, 2013). English subject curriculum (LK06, Eng1-03). Link: http://www.udir.no/kl06/ENG1-03/
Vogt, K. & Kantelinen, R. (2012). Vocationally oriented language learning revisited, in ELT 67/1, pp. 62-69 (7 pages).
Litteraturliste for ettfagsstudenter
The students who have English as their only subject choose from these texts to fulfill their reading list. Other texts will not be accepted.
Bachman, L.F. (1990). Fundamental Considerations in Language Testing. Oxford: Oxford University Press
Brevik, L. M. (2012). ‘Feedback: Why it is important and why it is not enough’ in Svenhard, B. (red). CLIL. Kombinert engelsk- og fagopplæring i videregående skole, in Fokus på Språk, 28, pp. 132-157 (25 pages). Halden: Fremmedspråksenteret.
Brevik, L. & Gunnulfsen, A. E. (2012). Les Mindre – Forstå Mer! 8.-13. trinn. Gyldendal Akademisk. 1.utg, Chapter 3 ‘Vurdering av lesing og differensiering’, pp. 128-143 (15 pages).
Brevik, L. M. & Moe, E. (2012). Effects of CLIL teaching on language outcomes. Tsagari, D. & Csepes, I. (Eds.), Collaboration in Language Testing and Assessment. Frankfurt, Peter Lang.
Hyland, K. (2007). ‘English for Specific Purposes: Some Influences and Impacts’, in Cummins, J. & C. Davison (eds.) International Handbook of English Language Teaching. Boston, MA: Springer Science + Business Media, pp. 391-402 (11 pages).
Korsvold, A.-K. (1995) ‘Fremmedspråksopplæring på yrkesfaglige studieretninger’, in Ibsen, E. et al. (ed.): Veiledning i fremmedspråk. Oslo: Universitetsforlaget.
Oscarson, M. (1997) ‘Conditions for Assessment in Vocationally Oriented Language Learning’, in Egloff, G. & A. Fitzpatrick (eds.): Languages for Work and Life: The Council of Europe and Vocationally Oriented Language Learning. Council of Europe Publishing
Ruud, M. (2010). ‘Writing in CLIL’, in Svenhard, B. (red). CLIL. Kombinert engelsk- og fagopplæring i videregående skole, in Fokus på Språk, 28, pp. 125-131 (6 pages). Halden: Fremmedspråksenteret.