Course books
Brevik, L. M., & Rindal, U. (Eds.) (2020). Teaching English in Norwegian classrooms. From research to practice (chapters 1, 4, 6, 7). Oslo: Scandinavian University Press.
Rindal, U., & Brevik, L. M. (Eds.) (2019). English didactics in Norway – 30 years of doctoral research (chapters 1, 5, 14). Oslo: Scandinavian University Press. Available online.
A. The English subject and classroom observation (98 pages)
Aashamar, P., Mathé, N. E. H. & Brevik, L. M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole, 3, 31–35 [5 pages]
Beiler, I. R. (2019). Flerspråklige strategier i engelsk skriveundervisning. Bedre Skole, 4 (6 pages).
Hjeltnes, I., Brevik, L. M., & Klette, K. (2017). Leseundervisning i engelsk. Videoforskning på ungdomstrinnet. Bedre skole, 1, 70–77. [8 pages]
Ianuzzi, M. & Rindal, U. (2017). Uttaleundervisning i verdensspråket engelsk. Bedre skole, 4, 82–87. [6 pages]
Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2018). Characterizing CLIL teaching: New insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. [18 pages]
Simensen, A. M. (2019). PhD revisited: English in compulsory school. Aims and content. In U. Rindal & L. M. Brevik (Eds.), English didactics in Norway – 30 years of doctoral research (chapter 1, pp. 16–33). Oslo: University Press. [18 pages]
B. Languages in the English classroom (207 pages)
Read all of the following publications:
Brevik, L. M., Rindal, U., & Beiler, I. R. (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches. In L. M. Brevik & U. Rindal (eds.), Teaching English in Norwegian classrooms: From research to practice (chapter 4). Oslo: Scandinavian University Press. [20 pages]
Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Blackledge & A. Creese (eds.), Heteroglossia as practice and pedagogy (pp. 239–254). Dordrecht: Springer. [16 pages]
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423. [22 pages]
Dahl, A., & Krulatz, A. (2016). Engelsk som tredjespråk: Har lærere kompetanse til å støtte flerspråklighet? Acta Didactica Norge, 10(1). [18 pages]
Rindal, U. (2020). English in Norway: A language and a school subject in transition. In L. M. Brevik & U. Rindal (eds.), Teaching English in Norwegian classrooms: From research to practice (chapter 1). Oslo: Scandinavian University Press. [20 pages]
Tveiten, K. H. (2019). Teacher Awareness of Own Language Practices: A study on beliefs and practices regarding L1 and L2 use in the English subject classroom on the lower secondary level in Norway (Master’s Thesis). University of Oslo, Oslo. [111 pages]
C. Reading in the English classroom (218 pages)
Read all of the following publications:
Brevik, L. M. (2017). Strategies and shoes: Teaching and using reading comprehension strategies in general and vocational programmes. Scandinavian Journal of Educational Research, 61(1), 76–94. [19 pages]
Brevik, L. M. (2019b). Explicit reading strategy instruction or daily use of strategies? Studying the Teaching of Reading Comprehension through Naturalistic Classroom Observation in English L2. Reading and Writing, 32(9), 2281–3210 [30 pages]
Brevik, L. M., Brantmeier, C., & Pearson, D. P. (2020). Strategic readers of L2 English: Gradual release of responsibility. In L. M. Brevik & U. Rindal (eds.), Teaching English in Norwegian classrooms: From research to practice (chapter 6). Oslo: Scandinavian University Press. [20 pages]
Brevik, L. M., & Lyngstad, M. (2020). The role of literature in the English classroom. In L. M. Brevik & U. Rindal (eds.), Teaching English in Norwegian classrooms: From research to practice (chapter 7). Oslo: Scandinavian University Press. [20 pages]
*Catterson, A. K., & Pearson, P. D. (2017). A close reading of close reading: What does the research tell us about how to promote the thoughtful interrogation of text? In K. A. Hinchman & D. A. Appleman (eds.), Adolescent literacies: A handbook of practice-based research (pp. 457–476). New York: Guilford. [16 pages]
Gulbrandsen, Ø. (2019). Strategic reading and text media in L2 English classrooms (Master’s Thesis). University of Oslo, Oslo. [94 pages]
Larsen, A. B. (2019). PhD revisited: Content in Nordic Pupil Narratives in Instructed EFL. A Norwegian Perspective. In U. Rindal & L. M. Brevik (eds.) English didactics in Norway – 30 years of doctoral research (chapter 14, pp. 295–313). Oslo: University Press. [19 pages]
D. Feedback in the English classroom (165 pages)
Read all of the following publications:
Black, P. & Wiliam, D. (1998). Inside the black box. Raising standards through classroom assessment. PHI Delta Kappan, October issue, 1–13. [13 pages]
Black, P. & Wiliam, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice. [25 pages]
Bøhn, H., & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers' orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54–68. [15 pages]
Horverak, M. O. (2019). PhD revisited: English writing instruction in Norwegian upper secondary school – a linguistic and genre-pedagogical perspective. In Rindal, U., & Brevik, L. M. (Eds.), English didactics in Norway – 30 years of doctoral research (chapter 5, pp. 98–117). Oslo: Scandinavian University Press. [19 pages]
Olafsrud, A. K. (2019). Extended writing opportunities in English. A study of opportunities, discourses and scaffolding of writing in English in lower secondary classrooms (Master’s Thesis). University of Oslo, Oslo. [93 pages]
Total for EDID4001: 651 pages
Course reading is set to approximately 650 pages.