Book
Brevik, L. M., & Gunnulfsen, A. E. (2012). Kapittel 1 & 3: Leseforståelse, Lesefaser og Vurdering av lesing. I L. M. Brevik, & A. E. Gunnulfsen, Les Mindre – Forstå Mer! 8.-13. trinn (p. 15-48, 111-143). Oslo: Gyldendal Akademisk. 65 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 (p. 75-89). Kristiansand: Høyskoleforlaget. 15 pages
Articles available online
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Brevik, L. M. (2012). Feedback: Why it is important and why it is not enough. I B. Svenhard (Red.), CLIL. Kombinert engelsk- og fagopplæring i videregående skole.Fokus på Språk, (28), 132-157. Halden: Fremmedspråksenteret. 25 pages. Retrieved from http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/forsking-og-utvikling/fokus-pa-sprak/fullstendig-publikasjonsliste
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. & 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
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
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. 34 pages. Doi:10.1017/S0261444811000309
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.
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: 361