ARTIKLER I KOMPENDIUM
Ibsen, E. (2000). ‘Ch 5. Meeting Literature in a Foreign Language. An Aesthetic Dimension’, in Encounters with Literature, The Didactics of English Literature in the Context of the Foreign Language Classroom in Norway. Høyskoleforlaget. pp. 137-184 (47 pages).
Myhill, D., Lines, H. & Watson, A. (2011). “Making meaning with grammar: A repertoire of possibilities” in mETAphor 2. (10 pages)
Rimmereide, H. E. (2013). ‘Graphic novels in EFL learning’, in Birketveit, A. & Williams, G. (eds.) Literature for the English Classroom. Theory into Practice. Bergen: Fagbokforlaget, pp. 131-162 (31 pages).
ARTIKLER I TILLEGGSKOMPENDIUM
Chvala, L. & Graedler, A. L. (2010). Assessment in English, in S. Dobson, & R. Engh, Vurdering for læring i fag. Kristiansand: Høyskoleforlaget, pp. 75-89. (15 pages)
Brevik, L. M. & Moe, E. (2012). Effects of CLIL teaching on language outcomes. In D. Tsagari & I. Csépes (red.), Collaboration in Language Testing and Assessment (p. 213-227). Sted:Peter Lang Publishing Group (14 pages).
Fisher, D. & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396-405. (9 pages).
TEKSTER TILGJENGELIGE PÅ NETTET
Disse tekstene er tilgjengelig på nettet, når du søker fra UiO.
Brevik, L. M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction? International Journal of Educational Research (15 pages).
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.
Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. In Language Awareness, 21 (1-2), pp. 5-13 (9 pages)
Drew, I. & Pedersen, R. R. (2010). Readers’ Theatre: A different approach to English for struggling readers, Acta Didacta (18 pages)
Dunne, M. (2014). Addressing the Cinderella Area: using Masters level study to support Secondary English trainee teachers in developing effective teaching and assessment of speaking and listening English in Education, 48(1), 93-107 (15 pages).
Fisher, D. & Frey, N. (2010). Unpacking the Language Purpose: Vocabulary, Function, and Purpose. TESOL Journal, 1.3, 315-337 (22 pages).
Fisher, D., Lapp, D. & Frey, N. (2011). Homework in Secondary Classrooms: Making It Relevant and Respectful. Journal of Adolescent & Adult Literacy, 55(1), 71-74.(4 pages).
Frey, N., Fisher, D. & Hernandez, T. (2003). What's the Gist? Summary Writing for Struggling Adolescent Writers. Voices from the Middle, 11(2), 43-49. (7 pages). http://edtp620.pbworks.com/f/gist_summary.pdf
Kramsch, C. (2006). The multilingual subject International Journal of Applied Linguistics, 16, 1, pp. 97-110 (14 pages)
Lee, I. (2013). Research into Practice. Written corrective feedback, Language Teaching, Volume 46 (01), pp. 108-119 (11 pages).
Leung, C. & Mohan, B. (2004). Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing, 21(3), 335-359 (24 pages).
Lund, A. (2008). Assessment made visible: individual and collective practices, Mind, Culture and Activity, 15, pp 32-51 (20 pages).
Lund, A. (2008). Wikis: A Collective Approach to Language Production, ReCALL 20, pp. 35-54. European Association for Computer Assisted Language Learning (19 pages).
Myhill, D. A., Jones, S. M., Watson, A. & Lines, H. E. (2013). Playful Explicitness with Grammar: A Pedagogy for Writing, Literacy 47 (2), pp. 103-111 (7 pages).
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change, 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, 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).
Vogt, K. & Kantelinen, R. (2012). Vocationally oriented language learning revisited, 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
Blair, B. (2013). ‘Reading and writing: Intertwined branches’, in Birketveit, A. & Williams, G. (eds.) Literature for the English Classroom. Theory into Practice. Bergen: Fagbokforlaget, pp. 235-254 (19 pages).
Bredella, L. (2006): The significance of multicultural literary texts for intercultural understanding, in Lucija Čok (ed.) The Close Otherness. Koper: Založba Annales. (19 sider)
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.
Cummins, J. (2008). ‘BICS and CALP: Empirical and Theoretical Status of the Distinction’, in Street, B. & Hornberger, N. H, Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy. New York: Springer Science + Business Media LLC, pp. 71-83 (11 pages).
Day (2002). Top ten principles for teaching extensive reading, in Reading in a Foreign Language, Vol. 14(2), pp. 136-141 (6 pages).
Evans, L. (2002). What is Teacher Development? Oxford Review of Education, Vol. 28, No. 1
Fenner, A. B. (2005) ‘Engelskfagets utvikling i et danningsperspektiv’, in Børhhaug, K., A-B. Fenner og L. Aase (eds.). Fagenes begrunnelser: Skolens fag og arbeidsmåter i danningsperspekti , pp. 85-101. Bergen: Fagbokforlaget (15 pages)
Fenner, A. B. (2001) ‘Dialogical interaction with literary texts in the lower secondary classroom’, in Fenner, A. B. (ed.): Cultural awareness and language awareness based on dialogical interaction with texts in foreign language learning, ECML/ Council of Europe
Fenner, A. B. (2012). ‘Promoting intercultural competence and Bildung through foreign language textbooks. In Eisenmann, M. & Summer, T. (eds.) Basic Issues in EFL Teaching. Heidelberg: Universitätsverlag Winter.
Hellekjær, G. O. & Simensen, A. M. (2002). Teacher Education, in Grenfell, M. (ed.) Modern Langauges Across the Curriculum, pp. 170-187 (16 pages).
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).
Hyland, K. (2003): Genre-based pedagogies: A social response to process, Journal of Second Language Writing. Vol 12 17–29. (13 pages)
Jones, S. M., Myhill, D. A., Watson, A. & Lines, H. E. (2013). Playful Explicitness with Grammar: A Pedagogy for Writing, Literacy 47 (2), pp. 103-111 (7 pages).
Korsvold, A.-K. (1995) ‘Fremmedspråksopplæring på yrkesfaglige studieretninger’, in Ibsen, E. et al. (ed.): Veiledning i fremmedspråk. Oslo: Universitetsforlaget.
Larsen, A. B. (2012): Å skrive i engelsk og fremmedspråk, Norsk Pedagogisk Tidskrift. 96 (2). (10 pages)
Macaro, E. (2003). Second language teachers as second language classroom researchers,
Language Learning Journal, 27, pp. 43-51. (9 pages)
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
Paltridge, B. (2001): Genre and the Language Learning Classroom. Chapter 1: Introduction, pp 1-14. (13 pages)
Racelis & Matsuda (2013). Integrating process and genre into the second language writing classroom: Research into practice, in Language Teaching, Volume 46 (03), pp. 382-393 (10 pages).
Risager, K. (2006). ‘Culture in Language: A transnational view’, in Andersen, H. L., Lund, K. & Risager, K. (eds.) Culture in language learning. Aarhus: Aarhus University Press. (17 pages)
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.
Williams, G. (2013). ‘Novels for teenage readers’, in Birketveit, A. & Williams, G. (eds.) Literature for the English Classroom. Theory into Practice. Bergen: Fagbokforlaget, pp. 163-190 (28 pages).
Teaching resources
Brevik, L. M. (2011). ‘Homeless in America’, in Core English. Basic skills vg1, pp. 25-33 (8 pages). Oslo: Cappelen Damm + www.un.org/works where J.R. Bennett from the text is featured on film.
Brevik, L. M. (2011). ‘Photo story: Whose dream was it really?’, in Core English. Basic skills vg1, pp. 18-24 (7 pages). Oslo: Cappelen Damm + http://www.un.org/Pubs/CyberSchoolBus/cur.html where you can read more about indigenous peoples from the text.
Brevik, L. M. (2011). ‘Hate Crime’(Britain & Northern Ireland), in Core English. Basic skills vg1, pp. 72-79 (7 pages). Oslo: Cappelen Damm + www.un.org/works where Colin McCrory from the text is featured on film.
Hemingway, E. (1924). ‘Indian Camp’.
Marvel Comics IPad app. & webpage: Marvel.com/comics
Master, E. L. (1915). ‘Spoon River Anthology’