Studielitteratur til EDID4001 – Quality English Teaching (800 sider)
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A.Classroom observation (49 pages)
Read all of the following papers:
Aashamar, P., Mathé, N. E. H. & Brevik, L. M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole, 3, 31–35 [5 pages]
Hjeltnes, I., Brevik, L. M., & Klette, K. (2017). Leseundervisning i engelsk. Videoforskning p? ungdomstrinnet. Bedre skole, 1, 70–77. [8 pages]
Ianuzzi, M. & Rindal, U. (2017). Uttaleundervisning i verdensspr?ket engelsk. Bedre skole, 4, 82–87. [6 pages]
Mahan, K. R., Brevik, L. M., & ?degaard, M. (2018). Characterizing CLIL teaching: New insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism. http://dx.doi.org/10.1080/13670050.2018.1472206 [18 pages]
Mahan, K. R., Brevik, L. M., & ?degaard, M. (dataset). Trascription of a video-recorded lesson. [6 pages]
Solberg, M. T., Brevik, L. M., & Luoto, J. (2017). Om ? differensiere engelskundervisningen. Bedre skole, 3, 70–75. [6 pages]
B.Master theses (306 pages)
Read the following three MA theses:
About languages:
Ahmadian, S. (2018). Girls in vocational studies: The academic voices in the classroom A comparison of vocational girls’ use of English in and out of school (Master’s Thesis). University of Oslo, Oslo. [112 pages] https://www.duo.uio.no/handle/10852/63513
About reading:
Solberg, M. T. (2017). The Differentiated English Classroom: Teachers’ approaches to differentiated instruction in group lessons in lower secondary school (Master’s Thesis). University of Oslo, Oslo. [108 pages] https://www.duo.uio.no/handle/10852/57351
About assessment:
Ivancevic, M. (2018). Vague feedback in English L2 classrooms – A study of feedback practices in seven video recorded classrooms in lower secondary school (Master’s Thesis). University of Oslo, Oslo. [86 pages] https://www.duo.uio.no/handle/10852/63446
C.Doctoral theses revisited (60 pages)
Choose three of the following chapters, one from each area. The chapters are available in this Open Access anthology:
Rindal, U. & Brevik, L. M. (2019). English didactics in Norway – 30 years of doctoral research. Oslo: University Press.
Chapters about languages:
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. Oslo: University Press. [20 pages]
Dahl, A. (2019). PhD revisited: Young language learners: The acquisition of English in Norwegian first-grade classrooms. In U. Rindal & L. M. Brevik (Eds.), English didactics in Norway – 30 years of doctoral research. Oslo: University Press. [20 pages]
Chapters about reading:
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. Oslo: University Press. [20 pages]
Munden, J. (2019). PhD revisited: How Students in Eritrea and Norway Make Sense of Literature. In U. Rindal & L. M. Brevik (eds.) English didactics in Norway – 30 years of doctoral research. Oslo: University Press. [20 pages]
Chapters about assessment:
Burner, T. (2019). PhD Revisited: Formative assessment of writing in English: A school-based study of perceptions, practices and transformations. In U. Rindal & L. M. Brevik (eds.) English didactics in Norway – 30 years of doctoral research. Oslo: University Press. [20 pages]
B?hn, H. (2019). PhD revisited: What is to be assessed? Teachers' understanding of constructs in an oral English examination in Norway. In U. Rindal & L. M. Brevik (eds.) English didactics in Norway – 30 years of doctoral research. Oslo: University Press. [20 pages]
D.Languages in the English L2 classroom (132 pages)
Read all of the following publications:
Brevik, L. M. & Rindal, U. (under review). Language use in L2 instruction: Balancing the Emergent Need for L1 with Sufficient Target Language Exposure [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. https://www.academia.edu/34947609/Focus_on_Multilingualism_as_an_Approach_in_Educational_Contexts [16 pages]
Chambers, F. (1991). Promoting use of the target language in the classroom, Language Learning Journal, 4, 27–31. http://www.tandfonline.com/doi/abs/10.1080/09571739185200411 [5 pages]
Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423. http://www.est-translationstudies.org/research/2012_DGT/documents/2001_cook.pdf [22 pages]
Dahl, A., & Krulatz, A. (2016). Engelsk som tredjespr?k: Har l?rere kompetanse til ? st?tte flerspr?klighet? Acta Didactica Norge, 10(1). https://www.journals.uio.no/index.php/adno/article/view/2397/2374 [18 pages]
Grim, F. (2010). L1 in the L2 classroom at the secondary and college levels: A comparison of functions and use by teachers. Electronic Journal of Foreign Language Teaching, 7(2), 193–209. http://e-flt.nus.edu.sg/v7n22010/grim.pdf [17 pages]
Krashen, S. D. (1981). The "fundamental pedagogical principle" in second language teaching. Studia Linguistica, 35(12), 50–70. http://onlinelibrary.wiley.com/doi/10.1111/j.1467-9582.1981.tb00701.x/pdf [20 pages]
Polio, C., & Duff, P. (1994). Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation. The Modern Language Journal, 78, 313–326. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02045.x [14 pages]
E.Reading comprehension in the L2 classroom (132 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. https://doi.org/10.1080/00313831.2015.1075310 [19 pages]
Brevik, L. M. (under review). Explicit reading strategy instruction or daily use of strategies? Studying the Teaching of Reading Comprehension through Naturalistic Classroom Observation in English L2. [22 pages]
Brevik, L. M., Pearson, P. D., & Brantmeier, C. (under review). Probing the depths of the unexplained variance: What does reading comprehension in a second language entail? [23 pages]
Bunch, G. C., Walqui, A., & Pearson, P. D. (2014). Complex text and new common standards in the United States: Pedagogical implications for English learners. TESOL Quarterly, 8(3), 533–559. https://doi.org/10.1002/tesq.175 [26 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]
Day, R. (2015). Extending extensive reading. Reading in a Foreign Language, 27(2), 294–301. [8 pages]
Day, R. & Bamford, J. (2005). Top Ten Principles for Teaching Extensive Reading. Reading in a Foreign Language, 14(2), 142–145 [4 pages]
Day, R. & Park, J. (2005). Developing reading comprehension questions. Reading in a Foreign Language, 17(1), 60–73. [14 pages]
F.Feedback in the L2 classroom (121 pages)
Read all of the following publications:
Black, P. & William, D. (1998). Inside the black box. Raising standards through classroom assessment. PHI Delta Kappan, October issue, 1–13. https://www.rdc.udel.edu/wp-content/uploads/2015/04/InsideBlackBox.pdf [13 pages]
Black, P. & William, D. (2018). Classroom assessment and pedagogy. Assessment in Education: Principles, Policy & Practice. [25 pages]
B?hn, H., & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers' orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54–68. https://doi.org/10.1080/15434303.2016.1256407 [15 pages]
McNamara, T. (1997). ‘Interaction’ in second language performance assessment: Whose performance? Applied Linguistics, 18(4), 446–466. [21 pages]
McNamara, T. (2001). Language assessment as social practice: challenges for research. Language Testing, 18(4), 333–349. https://doi.org/10.1177/026553220101800402 [17 pages]
Sandlund, E., & Sundqvist, P. (2011). Managing task-related trouble in L2 oral proficiency tests: Contrasting interaction data and rater assessment. Novitas-ROYAL, 5(1), 91–120. https://www.pegem.net/dosyalar/dokuman/124516-20110816164720-sandlund_sundqvist.pdf [30 pages]