Engelsk fagdidaktikk PPU3520D H15-V16
Book
Reading
Brevik, L. M. & Gunnulfsen, A. E. (2012). Chapter, 1 & 3 Leseforst?else, Lesefaser og Vurdering av lesing. In Les Mindre – Forst? Mer! 8.-13. trinn. Oslo: Gyldendal Akademisk (15-48, 111-143).
Articles and chapters in compendium
Grammar / differentiation
Myhill, D., Lines, H. & Watson, A. (2011). Making meaning with grammar: A repertoire of possibilities. mETAphor (2), 1-10.
Literature
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 (137-184). Kristiansand: H?yskoleforlaget.
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.
Article available in seminar teaching
Assessment
Chvala, L. & Graedler, A. L. (2010). Assessment in English. In S. Dobson & R. Engh (eds.), Vurdering for l?ring i fag (75-89). Kristiansand: H?yskoleforlaget.
Differentiation
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
Writing
Fisher, D. & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396-405.
Articles available online
These articles are available online when you are logged on to the UiO network
Assessment
Brevik, L. M. (2012). Feedback: Why it is important and why it is not enough. In Svenhard, B. (ed.). CLIL. Kombinert engelsk- og fagoppl?ring i videreg?ende skole, Fokus p? Spr?k, 28, 132-157. Halden: Fremmedspr?ksenteret. Retrieved from http://www.fremmedspraksenteret.no/nor/fremmedspraksenteret/forsking-og-utvikling/fokus-pa-sprak/fullstendig-publikasjonsliste
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. Doi: http://dx.doi.org/10.1111/eie.12033
Lee, I. (2013). Research into Practice. Written corrective feedback. Langauge Teaching, 46(01), 108-119. Doi: http://dx.doi.org/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. Doi: http://dx.doi.org/10.1191/0265532204lt287oa
Lund, A. (2008). Assessment made visible: individual and collective practices. Mind, Culture and Activity, 15, 32-51. Doi: http://dx.doi.org/10.1080/10749030701798623
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 4(2), 327-369. Doi: http://dx.doi.org/10.1111/j.1467-1770.1996.tb01238.x
Culture, literature and society
Greenall, A. K. (2014). Billie Holiday, authenticity and translation. In A. Arvidsson (Ed.), Jazz, Gender, Authenticity: Proceedings of the 10th Nordic Jazz Research Conference (pp. 35-51). Retrieved from http://carkiv.musikverk.se/www/epublikationer/Online_publ_Jazz_Gender_Authenticity.pdf
Kramsch, C. (2006). The multilingual subject, International Journal of Applied Linguistics, 16(1), 97-110. doi: http://dx.doi.org/10.1111/j.1473-4192.2006.00109.x
Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1-2), 5-13. doi: http://dx.doi.org/10.1080/09658416.2011.639887
Curriculum
Norwegian Directorate for Education and Training [Udir] (2006, 2013). English curriculum LK06 (LK06, Eng1-03). Hentet fra http://www.udir.no/kl06/ENG1-03/Hele/?lplang=eng
Differentiation and other topics
Brevik, L. M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction? International Journal of Educational Research 67, 52-66. Doi: http://dx.doi.org/10.1016/j.ijer.2014.05.002
Drew, I. & Pedersen, R. R. (2010). Readers’ Theatre: A different approach to English for struggling readers. Acta Didacta 4(1), 1-18. Retrieved from https://www.journals.uio.no/index.php/adno/issue/view/114
Fisher, D., Lapp, D. & Frey, N. (2011). Homework in Secondary Classrooms: Making It Relevant and Respectful. Journal of Adolescent & Adult Literacy, 55(1), 71-74. Doi: http://dx.doi.org/10.1598/JAAL.55.1.8
Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446. Doi: http://dx.doi.org/10.1017/S0261444811000309
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. Retrieved from http://old.fltrp.com/download/07041803.pdf
Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179. Doi: http://dx.doi.org/10.1017/S0261444811000528
Vogt, K. & Kantelinen, R. (2012). Vocationally oriented language learning revisited. ELT 67(1), 62-69. Doi: http://dx.doi.org/10.1093/elt/ccs049
Grammar and language
Fisher, D. & Frey, N. (2010). Unpacking the Language Purpose: Vocabulary, Function, and Purpose. TESOL Journal, 1(3), 315-337. Doi: http://dx.doi.org/10.5054/tj.2010.227607
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. Doi: http://dx.doi.org/10.1111/j.1741-4369.2012.00674.x
Writing
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. Retrieved from http://edtp620.pbworks.com/f/gist_summary.pdf
Lund, A. (2008). Wikis: A Collective Approach to Language Production. ReCALL 20(01), 35-54. doi: http://dx.doi.org/10.1017/S0958344008000414