Book
L?reboka inneholder studielitteratur som inng?r i begge emnene (PPU3510D & PPU3520D).
Brevik, L. M. & Gunnulfsen, A. E. (2012). Chapter 2 Strategier for lesing, Chapter 7 Lesing i engelsk, & Chapter 14 Tverrfaglig lesing med engelsk. In Les Mindre – Forst? Mer! 8.-13. trinn (81-110, 198-226, 308-309). Oslo: Gyldendal Akademisk. 61 pages
Articles and chapters in compendium
Hellekj?r, G. O. (2007). Reading: From a forgotten to a basic skill. Spr?k og Spr?kundervisning (2), 23-29. 7 pages
Myhill, D. (2004). Making connections: Grammar and meaning. The Secondary English Magazine, (8), 23–26. 4 pages
Myhill, D., Lines, H. & Watson, A. (2011). Making meaning with grammar: A repertoire of possibilities. mETAphor (2), 1-10. 10 pages
Simensen, A. M. (2010). English in Scandinavia - a success story. In D. Wyse; R. Andrews & J. Hoffman (ed.), The Routledge International Handbook of English, Language and Literacy Teaching (p.472-483). Oxford: Routledge. 12 pages
Articles available online
These articles are available online when you are logged on to the UiO network
Bj?rkman, B. (2010). So You Think You Can ELF: English as a Lingua Franca as the Medium of Instruction. Hermes – Journal of Language and Communication Studies, (45), 77-97. 21 pages Retrieved from http://download2.hermes.asb.dk/archive/2010/Hermes45.html
Cogo, A. (2012). English as a Lingua Franca: concepts, use and implications. ELT Journal, 66(1), 97-105. 9 pages. Doi: http://dx.doi.org/10.1093/elt/ccr069
Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. In S. J. Samuels & A. E. Farstrup (eds.), What research has to say about reading instruction (4th ed), 51–93. Newark, DE: International Reading Association. 42 pages. Retrieved from http://scienceandliteracy.org/sites/scienceandliteracy.org/files/biblio/pdpearson/DukePearsonStrachanBillman_prepub_Comprehension_WRST_032311.pdf
Mahan, K. R. & Brevik, L. M. (2013). ?I can English very good? – engelske ordfeil blant norske elever og studenter. Bedre Skole, 3, 34-39. 6 pages. Retrieved from https://www.utdanningsforbundet.no/upload/Tidsskrifter/Bedre%20Skole/BS_nr_3-13/BS_3-13_Mahan_og_Brevik.pdf
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
Norwegian Directorate for Education and Training [Udir] (2006, 2013). English curriculum LK06 (LK06, Eng1-03). 10 pages. Retrieved from http://www.udir.no/Lareplaner/Finn-lareplan/
Paran, A. (2012). Language skills: questions for teaching and learning. ELT Journal,66(4), 450-458. 9 pages. Doi: http://dx.doi.org/10.1093/elt/ccs045
Rindal, U. (2014). What is English? Acta Didactica Norge, 8(2). 1-17. 17 pages. Retrieved from https://www.journals.uio.no/index.php/adno/issue/view/120
Rindal, U. (2014). Questioning English standards: Learner attitudes and L2 choices in Norway. Multilingua, 33(3-4), 313-334. 21 pages. Doi: http://dx.doi.org/10.1515/multi-2014-0015
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
Thornbury, S. (2001). Ch.1 Grammar as process. In S. Thornbury, Uncovering grammar (1-14). Oxford: Macmillan publishers. 14 pages. Retrieved from http://www.onestopenglish.com/support/methodology/methodology-articles/pdf-content/uncovering-grammar/153825.article