Course book (available online)
Rindal, U., & Brevik, L. M. (Eds.) (2019). English didactics in Norway – 30 years of doctoral research (chapters 1, 5). Oslo: Scandinavian University Press. [39 pages]
Texts available online
These articles are available online when you are logged on to the UiO network
Aashamar, P., Mathé, N. E. H. & Brevik, L. M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole, 3, 31–35 [5 pages]
Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591–599 [9 pages]
Hellekj?r, G. O. (2014). 亚博娱乐官网_亚博pt手机客户端登录 p? tvers: Et kritisk blikk p? spr?kl?rerutdanningen. Bedre Skole, 4, 82–87 [6 pages]
K?llkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2017). English only in multilingual classrooms? LMS Lingua, 4, 27–31 [5 pages]
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]
Norwegian Directorate for Education and Research (2006, 2013). English subject curriculum. Oslo: Author [10 pages]
Norwegian Directorate for Education and Research (2012). Framework for basic skills. Oslo: Author [16 pages]
Vogt, K., & Kantelinen, R. (2012). Vocationally oriented language learning revisited. ELT, 67(1), 62–69 [7 pages]
Texts available on Canvas
Brevik, L. M., & Rindal, U. (Eds.) (in press 2020). Teaching English in Norwegian classrooms. From research to practice (chapters 1–3, 5–8). Oslo: Scandinavian University Press. [160 pages]
NEW compendium (PPU3210, 3220, 3510D, 3520D – PROF3025, 4045)
Brevik, L. M., & Gunnulfsen, A. E. (2012). Strategier for lesing. In Les Mindre – Forst? Mer! 8.-13. trinn. Oslo: Gyldendal Akademisk (chapter 3, pp. 81–110). [30 pages]
Brevik, L. M., & Gunnulfsen, A. E. (2012). Lesing i engelsk [undervisningsopplegg]. In Les Mindre – Forst? Mer! 8.-13. trinn. Oslo: Gyldendal Akademisk (chapter 7, pp. 198–223). [26 pages]
Brevik, L. M., Tengberg, M., & Ekstr?m, L. (2019). L?ringsstrategier – en kunnskapsoversikt. Bedre Skole, 1, 62–69 [8 pages]
Carlsen, C., & Moe, E. (2019). Hva er spr?ktesting? In Hamnes, C., & Moe, E.,
(Eds.) Vurdering av spr?kferdigheter (chapter 1, pp. 23–380). Oslo:
Fagbokforlaget [16 pages]
Carlsen, C., & Moe, E. (2019). Rettferdighet – passer pr?ven for gruppen? In In Hamnes, C., & Moe, E., (Eds.) Vurdering av spr?kferdigheter (chapter 10, pp. ). Oslo: Fagbokforlaget [21 pages]
Hestetr?et, T. I. (2018). Learning and teaching vocabulary. In Fenner, A. B., & Skulstad, A. S. (eds.). Teaching English in the 21st Century (chapter 7, pp. 163–187). Oslo: Fagbokforlaget [24 pages]
Skulstad, A. S. (2018). Developing oral skills. In Fenner, A. B., & Skulstad, A. S. (eds.). Teaching English in the 21st Century (chapter 5, pp. 117–137). Oslo: Fagbokforlaget [20 pages]
Sundqvist, P. (2019). The motivational affordances of ICT. In Henry, A., Sundqvist, P., & Thorsen, C. (Eds.). Motivational Practice. Insights from the Classroom (chapter 8, pp. 187–225). Lund: Studentlitteratur. [39 pages]
Sandlund, E., & Sundqvist, P. (2019). Doing versus assessing interactional competence. In Salaberry, M. R., & Kunitz, S., (Eds.), Teaching and Testing L2 Interactional Competence. Bridging Theory and Practice (chapter 13, pp. 357–396). New York, NY: Routledge. [40 pages]
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed., pp. 14–28, 113–116). Alexandria, Virginia USA: Pearson Education, Inc. [19 pages]