Book
Brevik, L. M., & Gunnulfsen, A. E. (2012). Ch. 1-3, 7 & 14. In L. M. Brevik, & A. E. Gunnulfsen, Les Mindre – Forstå Mer! 8.-13. trinn (p. 15-48, 81-110, 111-143, 198-226, 308-309). Oslo: Gyldendal Akademisk. 128 pages
Articles and chapters in compendium
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). Pieterlen:Peter Lang Publishing Group. 15 pages
Chvala, L., & Graedler, A. L. (2010). Assessment in English. I S. Dobson, & R. Engh (Red.), Vurdering for læring i fag (s. 75-89). Kristiansand: Høyskoleforlaget. 15 pages
Fisher, D. & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396-405.10 pages
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 (137-184). Kristiansand: Høyskoleforlaget. 48 pages
Myhill, D. (2004). Making connections: Grammar and meaning. The Secondary English Magazine, (8), 23–26. 4 pages
Rimmereide, H. E. (2013). Graphic novels in EFL learning. In A. Birketveit & G. Williams (eds.) Literature for the English Classroom. Theory into Practice (p.131-162). Bergen: Fagbokforlaget. 32 pages
Articles available online
These articles are available online when you are logged on to the UiO network
Brevik, L. M. (2012). Feedback: Why it is important and why it is not enough. In Svenhard, B. (ed.). CLIL. Kombinert engelsk- og fagopplæring i videregående skole,Fokus på Språk, 28, 132-157. Halden: Fremmedspråksenteret. 26 pages. Retrieved from http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/forsking-og-utvikling/fokus-pa-sprak/fullstendig-publikasjonsliste
Brevik, L. M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction? International Journal of Educational Research, (76), 52-66. 15 pages. Doi: http://dx.doi.org/10.1016/j.ijer.2014.05.002
Drew, I., & Pedersen, R. R. (2010). Readers’ Theatre: A different approach to English for struggling readers. Acta Didacta, 4(1), 1-18. 18 pages. Retrieved from https://www.journals.uio.no/index.php/adno/article/view/1051/930
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. Doi: 10.1111/eie.12033
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. Doi: 10.1598/JAAL.55.1.8
Fisher, D. & Frey, N. (2010). Unpacking the Language Purpose: Vocabulary, Function, and Purpose. TESOL Journal, 1(3), 315-337. 23 pages. Doi: http://dx.doi.org/10.5054/tj.2010.227607
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. Retrieved from http://edtp620.pbworks.com/f/gist_summary.pdf
Greenall, A. K. (2014). Billie Holiday, authenticity and translation. In A. Arvidsson (Ed.), Jazz, Gender, Authenticity: Proceedings of the 10th Nordic Jazz Research Conference (pp. 35-51). 17 pages. Retrieved from http://carkiv.musikverk.se/www/epublikationer/Online_publ_Jazz_Gender_Authenticity.pdf
Lee, I. (2013). Research into Practice. Written corrective feedback. Language Teaching, 46(01), 108-119. 11 pages. Doi: 10.1017/S0261444812000390
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. 25 pages. Doi: 10.1191/0265532204lt287oa
Lund, A. (2008). Assessment made visible: individual and collective practices. Mind, Culture and Activity, (15), 32-51. 20 pages. Doi: 10.1080/10749030701798623
Lund, A. (2008). Wikis: A Collective Approach to Language Production. ReCALL 20(01), 35-54. 19 pages. doi: 10.1017/S0958344008000414
Myhill, D. A., Jones, S. M., Watson, A. & Lines, H. E. (2013). Playful Explicitness with Grammar: A Pedagogy for Writing. Literacy, 47(2), 103-111. 9 pages. Doi: http://dx.doi.org/10.1111/j.1741-4369.2012.00674.x
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. 34 pages. Doi: : 10.1017/S0261444811000309
Swain, M. (2001). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (ed.), Socicultural Theory and Second Language Learning (97-114). Oxford: Oxford University Press. 18 pages. Retrieved from http://old.fltrp.com/download/07041803.pdf
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. 35 pages. Doi: 10.1017/S0261444811000528
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 4(2), 327-369. 43 pages. Doi: 10.1111/j.1467-1770.1996.tb01238.x
Udir (2006, 2013). English subject curriculum. Oslo: Utdanningsdirektoratet. 10 pages. Retrieved from: http://www.udir.no/Stottemeny/English/Curriculum-in-English/Upper-secondary-education-/
Vogt, K., & Kantelinen, R. (2012). Vocationally oriented language learning revisited. ELT, 67(1), 62-69. 7 pages. Doi: 10.1093/elt/ccs049
Pages in total: 608