Book
Brevik, L. M., & Gunnulfsen, A. E. (2012). Ch 3 “Lesefaser og Vurdering av lesing. I L. M. Brevik, & A. E. Gunnulfsen, Les Mindre – Forst? Mer! 8.-13. trinn (pp. 111–143). Oslo: Gyldendal Akademisk. (32 pages)
Articles and chapters in compendium
Brevik, L.M. & Moe, E. (2012). Effects of CLIL teaching on language outcomes. In Collaboration in Language Testing and Assessment (pp. 1-16). Peter Lang Publishing Group. (18 pages)
Chvala, L., & Graedler, A. L. (2010). Assessment in English. In S. Dobson, & R. Engh (eds.), Vurdering for l?ring i fag (p. 75-89). Kristiansand: H?yskoleforlaget. (15 pages).
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)
Articles and chapters available online
These articles are available online when you are logged on to the UiO network
Brevik, L. M. (2016). The Gaming Outliers: Does out-of-school gaming improve boys' reading skills in English as a second language? In E. Elstad (Ed.), Educational technology and Polycontextual bridging (pp. 39–61). The Netherlands: Sense Publishers. (23 pages)
B?hn, H. (2015). Assessing spoken EFL without a common rating scale: Norwegian EFL teachers’ conceptions of construct. SAGE Open, 5(4). 13 pages
Canagarajah, S. (2014). In search of a new paradigm for teaching English as an international language. TESOL Journal, 5(4), 767-785. doi:10.1002/tesj.166. 19 pages.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1), 3-18. 16 pages
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
Lee, I. (2013). Research into Practice. Written corrective feedback. Language Teaching, 46(01), 108-119. 11 pages. Doi: 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. 25 pages. Doi: 10.1191/0265532204lt287oa
Norton, B. (2010). Language and identity. In N. Hornberger & S. McKay (Eds). Sociolinguistics and language education. (pp. 349–369). Bristol, UK: Multilingual Matters. (18 pages)
Sundqvist, P. & Olin-Scheller, C. (2013). Classroom vs. Extramural English: Teachers Dealing with Demotivation. Language and Linguistics Compass 7(6), 329–338. (10 pages).
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language learning, 4(2), 327-369. 43 pages. Doi: 10.1111/j.1467-1770.1996.tb01238.x
Vogt, K., & Kantelinen, R. (2012). Vocationally oriented language learning revisited. ELT, 67(1), 62-69. (7 pages). Doi: 10.1093/elt/ccs049
Upubliserte bokkapitler
Brevik, L. M., Lund, A., Skarpaas, K. G., & R?kenes, F. M. (2018). Digital skills. In L. M. Brevik & U. Rindal (eds.) What is English? A relevant introduction to English didactics. Bergen: Fagbokforlaget. (23 pages).
Brevik, L. M., Rindal, U., & Beiler, I. R. (2018). The monolingual, bilingual, or multilingual English classroom. In L. M. Brevik & U. Rindal (eds.). What is English. (27 pages).
Pages in total: 317
In addition, students will work with the following policy documents:
The English subject curriculum:
Udir (2006, 2013). English subject curriculum. Oslo: Utdanningsdirektoratet. 10 pages.
Udir (2012). Framework for basic skills. Oslo: Utdanningsdirektoratet.