Book
L?reboka inneholder studielitteratur som inng?r i b?de PROF3025 og PROF4045.
Brevik, L. M. & Gunnulfsen, A. E. (2012). Ch 1 ?Leseforst?else?, Ch 2 ?Strategier for lesing?, & Ch 7 ?Lesing i engelsk?. In Les Mindre – Forst? Mer! 8.-13. trinn (pp. 15–110, 198–226). Oslo: Gyldendal Akademisk. (123 pages)
Articles and chapters in compendium
Fisher, D. & Frey, N. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396–405. (10 pages)
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 (pp. 137–184). Kristiansand: H?yskoleforlaget. (48 pages)
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. (32 pages)
Articles available online
These articles are available online when you are logged on to the UiO network
Brevik, L. M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction? International Journal of Educational Research, (76), 52–66. (15 pages). Doi: http://dx.doi.org/10.1016/j.ijer.2014.05.002
Byram, M. (2012). Language awareness and (critical) cultural awareness – relationships, comparisons and contrasts. Language Awareness, 21(1–2), 5–13. (9 pages). Doi: http://dx.doi.org/10.1080/09658416.2011.639887
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
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. (7 pages). Retrieved from http://edtp620.pbworks.com/f/gist_summary.pdf
Lund, R. (2008). Intercultural competence – and aim for the teaching of English in Norway? Acta Didactica 2(1). (16 pages). Retrieved from https://www.journals.uio.no/index.php/adno/article/view/1025/904
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
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
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
Unpublished book chapters
Brevik, L. M., Lund, A., Skarpaas, K. G., & R?kenes, F. M. (2019, in press). Digital English Competence: Innovative and ordinary uses. In L. M. Brevik & U. Rindal (eds.) Teaching English in the Norwegian classroom: From research to practice. Oslo: Universitetsforlaget. (19 pages).
Rindal, U. & Iannuzzi, M. (2019, in press). Pronunciation: Accent, identity and intelligibility. In L. M. Brevik & U. Rindal (eds.) Teaching English in the Norwegian classroom: From research to practice. Oslo: Universitetsforlaget. (17 pages).
Pages in total: 382
In addition, students will work with the following policy documents:
The English subject curriculum:
Udir (2006, 2013). English subject curriculum. Oslo: Utdanningsdirektoratet.
Udir (2012). Framework for basic skills. Oslo: Utdanningsdirektoratet.