Book
Brevik, L. M., & Gunnulfsen, A. E. (2012). Ch 3 “Lesefaser og Vurdering av lesing. I L. M. Brevik, & A. E. Gunnulfsen, Les Mindre – Forstå Mer! 8.-13. trinn (pp. 111–143). Oslo: Gyldendal Akademisk. (32 pages)
Articles and chapters in compendium
Brevik, L.M. & Moe, E. (2012). Effects of CLIL teaching on language outcomes. In Collaboration in Language Testing and Assessment (pp. 1-16). Peter Lang Publishing Group. (18 pages)
Chvala, L., & Graedler, A. L. (2010). Assessment in English. In S. Dobson, & R. Engh (eds.), Vurdering for læring i fag (p. 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 (pp. 137–184). Kristiansand: Høyskoleforlaget. (48 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)
Simensen, A.M. (2010). English in Scandinavia – a success story. In Hoffman, J., Andrews, R. & Wyse, D. (Eds.) The Routledge International Handbook of English, Language and Literacy Teaching (pp. 472-483). (14 pages)
Articles available online
These articles are available online when you are logged on to the UiO network
Brevik, L. M. (2016). The Gaming Outliers: Does out-of-school gaming improve boys' reading skills in English as a second language? In E. Elstad (Ed.), Educational technology and Polycontextual bridging (pp. 39–61). The Netherlands: Sense Publishers. (23 pages)
Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1–2), 5–13. (9 pages). Doi: http://dx.doi.org/10.1080/09658416.2011.639887
Bøhn, H. (2015). Assessing spoken EFL without a common rating scale: Norwegian EFL teachers’ conceptions of construct. SAGE Open, 5(4). 13 pages
Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767-785. doi:10.1002/tesj.166. 19 pages.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. 16 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). Retrieved from http://edtp620.pbworks.com/f/gist_summary.pdf
Kramsch, C. (2006). The multilingual subject, International Journal of Applied Linguistics, 16(1), 97-110. 14 pages. Doi: http://dx.doi.org/10.1111/j.1473-4192.2006.00109.x
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
Norton, B. (2010). Language and identity. In N. Hornberger & S. McKay (Eds). Sociolinguistics and language education. (pp. 349–369). Bristol, UK: Multilingual Matters. (18 pages)
Lund, R. (2008). Intercultural competence – and aim for the teaching of English in Norway? Acta Didactica 2(1). (16 pages). Retrieved from https://www.journals.uio.no/index.php/adno/article/view/1025/904
Sundqvist, P. & Olin-Scheller, C. (2013). Classroom vs. Extramural English: Teachers Dealing with Demotivation. Language and Linguistics Compass 7(6), 329–338. (10 pages).
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
Vogt, K., & Kantelinen, R. (2012). Vocationally oriented language learning revisited. ELT, 67(1), 62-69. (7 pages). Doi: 10.1093/elt/ccs049
Upubliserte bokkapitler
Brevik, L. M., Lund, A., Skarpaas, K. G., & Røkenes, F. M. (2018). Digital skills. In L. M. Brevik & U. Rindal (eds.) What is English? A relevant introduction to English didactics. Bergen: Fagbokforlaget. (23 pages).
Brevik, L. M., Rindal, U., & Beiler, I. R. (2018). The monolingual, bilingual, or multilingual English classroom. In L. M. Brevik & U. Rindal (eds.). What is English. (27 pages).
Pages in total: 452
In addition, students will work with the following policy documents:
The English subject curriculum:
Udir (2006, 2013). English subject curriculum. Oslo: Utdanningsdirektoratet. 10 pages.
Udir (2012). Framework for basic skills. Oslo: Utdanningsdirektoratet.