Lisbeth M Brevik | University of Oslo (original) (raw)

Papers by Lisbeth M Brevik

SAGE Publications Ltd eBooks, 2023

Routledge eBooks, May 4, 2022

Routledge eBooks, Dec 13, 2019

This article provides an analysis of the integration of assessment for learning principles in the... more This article provides an analysis of the integration of assessment for learning principles in the newly revised five-year Master of Education programme at the University of Oslo, Norway, across didactic subjects, pedagogy and school practice. The analysis draws on lecture notes, student videos and student exam papers among 143 student teachers, aiming to identify (a) the operationalisation of the assessment curriculum at the university campus, and in school practice, (b) how the student teachers use assessment principles as tools in their instructional designs and (c) how they self-assess their teaching practice. Our main finding is that student teachers seem to be more concerned with assessing their students than using self-assessment to improve their instruction. Based on the findings, we argue the importance of relating the teaching and learning activities with the assessment situations used in the teacher education programme.

Proceedings of the 2022 AERA Annual Meeting

Norsk pedagogisk tidsskrift, 2021

Zenodo (CERN European Organization for Nuclear Research), Jun 8, 2023

Journal of Computer Assisted Learning

Universitetet i Oslo, 2020

ELT Journal, 2022

Connecting informal and formal language teaching and learning has gained prominence as a way to u... more Connecting informal and formal language teaching and learning has gained prominence as a way to understand language development among teenagers, but questions remain regarding its application in L2 contexts. This study investigates the significance of such connections in two L2 English classes taught by the same teacher, where students were learning English during a technology-based project, the Time Traveller. We collected data during three weeks of fieldwork at a Norwegian secondary school. We found that informal and formal language teaching and learning were connected in two ways: the students’ use of English outside school was primarily linked to online game play and social media, and the teacher was able to design activities that extended her students’ existing affinity space, resulting in the students using English in the classroom more frequently and more confidently than before. Implications include the importance of understanding students’ informal language learning to reth...

The Routledge Handbook for Advancing Integration in Mixed Methods Research

AERA Online Paper Repository, Apr 12, 2016

In this chapter, I present an analysis of a group of boys in upper secondary school who are poor ... more In this chapter, I present an analysis of a group of boys in upper secondary school who are poor readers in Norwegian as their first language (L1), but good readers in English as the second language (L2); a highly unusual combination. These students present a challenge to reading research as well as reading instruction, since the analysis indicates that these boys clearly separate between in-and out-of-school uses of English. Based on this study, I argue that, since the students do not seem to transfer their English reading skills from one context to another, teachers need to make this connection for them. As argued in this chapter, the students can profit from instruction that to a greater extent draws upon their interests and engagement, particularly their daily use of English in online gaming activities.

English Didactics in Norway, 2019

This article contributes to the field of reading assessment in English as a second language (L2).... more This article contributes to the field of reading assessment in English as a second language (L2). Few reading studies have been carried out at the upper secondary school level, and the present study provides insight into upper secondary school students’ L2 reading proficiency. It examines whether such proficiency can be explained by reading proficiency in Norwegian as their first language (L1). The analysis uses data from two national reading tests, comprising a large sample of 16-year-old students (N=10,331), and it is the first time reading across these languages has been investigated at this level. The results show a significant and meaningful relationship between students’ reading proficiency in the two languages. The results also reveal marked reading differences in reading proficiency in the two languages among poor readers.

Kapittel 16 Fagdidaktisk makeover Om utviklingen av et integrert studiedesign i engelsk didaktikk... more Kapittel 16 Fagdidaktisk makeover Om utviklingen av et integrert studiedesign i engelsk didaktikk i laererutdanningen Lisbeth M Brevik og Ulrikke Rindal Sammendrag ProTed utvikler integrerte studiedesign som ivaretar laererstudentenes profesjonslaering i laererutdanningen. I dette kapitlet viser vi hvordan man kan jobbe med integrasjon innad i et fag, ved å presentere arbeidet med en revitalisering av fagplanen for engelsk didaktikk ved Universitetet i Oslo (UiO). Målet med et slikt utviklingsarbeid, hvor integrasjon er et grunnleggende prinsipp, er å kunne tilby et fag som virker sammenhengende og relevant for laererstudenter, og som dermed bidrar til å utdanne profesjonelle engelsklaerere. Integrasjonen i dette utviklingsarbeidet er både vertikal og horisontal. Den vertikale dimensjonen handler om hele studieløpet, hvor vi integrerer overordnede temaer i laererutdanningen med hovedområdene i Kunnskapsløftets laereplan i engelsk. Den horisontale dimensjonen handler om den enkelte undervisningsøkten, hvor vi i større grad enn tidligere supplerer tradisjonelle akademiske arbeidsformer med studentaktive arbeidsformer på universitetet, og kombinerer universitetsundervisningen med klasseromspraksis. Med dette bidrar vi med en modell for design av fagplaner som kan brukes i andre fagdidaktiske fag og ved andre laererutdanningsinstitusjoner. Introduksjon: En fremragende laererutdanning Et mål for integrerte laererutdanninger er å utdanne profesjonelle laerere som evner å sette egen fagundervisning i sammenheng med en forskningsbasert kunnskapsbase, slik at de kan håndtere nye problemstillinger og ta avgjørelser om innhold og metoder i undervisningen som er tilpasset egne elever og egen skole (jf. kap. 1).

Problems of Education in the 21st Century, 2013

The present qualitative study investigates the reasons given by 236 Norwegian upper secondary sch... more The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants’ interests. However, the findings of the present study suggest that it is equally important to understand the participants’ perspectives, which will in turn help researchers provide the information needed to bette...

International Journal of Bilingual Education and Bilingualism, 2018

As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in pop... more As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in popularity in Europe and research has primarily focused on (language) learning outcomes. Few studies have identified what characterizes teaching in the CLIL classroom in terms of content and language integration. Studying how CLIL is practiced is vital to understanding how it works and how students can benefit from it. In this study, we filmed and observed CLIL lessons in science and mathematics in a 9th grade, Norwegian CLIL class offering subjects in English. The present study uses The Protocol for Language Arts Teaching Observation (PLATO) to analyze video-recordings of CLIL lessons in science and mathematics, emphasizing a within-CLIL focus, and compared this with the English language teaching in the same class, as a baseline. Our findings indicate content-driven and intellectually challenging CLIL teaching with clear instructional explanations and systematic language support. English was used as frequently in the CLIL teaching as in the English teaching. Content and language were clearly integrated in the observed CLIL lessons, underscoring that the CLIL teachers successfully conveyed their subject in the target language.

SAGE Publications Ltd eBooks, 2023

Routledge eBooks, May 4, 2022

Routledge eBooks, Dec 13, 2019

Proceedings of the 2022 AERA Annual Meeting

Norsk pedagogisk tidsskrift, 2021

Zenodo (CERN European Organization for Nuclear Research), Jun 8, 2023

Journal of Computer Assisted Learning

Universitetet i Oslo, 2020

ELT Journal, 2022

The Routledge Handbook for Advancing Integration in Mixed Methods Research

AERA Online Paper Repository, Apr 12, 2016

English Didactics in Norway, 2019

Problems of Education in the 21st Century, 2013

International Journal of Bilingual Education and Bilingualism, 2018

In this plenary I presented findings about the role of digital tools in supporting teachers in th... more In this plenary I presented findings about the role of digital tools in supporting teachers in the challenging task of observing student comprehension in upper secondary school. These findings indicate that digital tools can provide valuable information to teachers about students’ uses of comprehension strategies, as well as enabling the students to demonstrate or reflect on their own uses of these strategies. Based on interviews, narratives, and observations in four classrooms, these findings suggest that digital tools potentially afford rich information about student processes of learning, in the course of being used for a variety of specific pedagogical purposes in the classroom.

• Identify the quality of instruction in lower secondary classrooms in Norway • Emphasis on readi... more • Identify the quality of instruction in lower secondary classrooms in Norway • Emphasis on reading comprehension strategies use and instruction. EARLI 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no) EARLI 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no) EARLI 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no)

• To investigate the practices involved in developing reading comprehension in English as the L2 ... more • To investigate the practices involved in developing reading comprehension in English as the L2 in Norwegian upper secondary school • Obtaining and integrating teacher and student perspectives • Integration of qualitative and quantitative methods, analyses, and reporting of findings ECER 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no) ECER 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no) Mixed methods literature • Philosophical assumptions • Theoretical frameworks -Johnson & Christensen (2013) -Greene (2015) -Creswell (2015) ECER 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no) Rationale for MMR • QUAL + QUAN • Reading research gap ECER 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no) ECER 2017 | Lisbeth M Brevik (l.m.brevik@ils.uio.no)

Koding av video-observerte engelsktimer ved norske ungdomsskoler (9. trinn)

Based on test results from 10,331 students in Norwegian upper secondary school, I have found that... more Based on test results from 10,331 students in Norwegian upper secondary school, I have found that vocational students read significantly poorer than students in general studies. However, a group of 463 outliers read significantly better in English than in Norwegian and the largest group among these are boys in vocational studies (Brevik, 2015a). Interestingly, two related studies showed that while teachers in general and vocational studies taught reading comprehension strategies in English (Brevik, 2014), the students in general studies used the strategies because the teachers asked them to, while the vocational students reported to do so because it helped them comprehend the texts at hand and because they saw a personal purpose for doing so (Brevik, 2015). In a follow-up study, I have interviewed five boys in vocational studies who explain that they consider themselves better readers in English than in Norwegian due to their use of English out of school (Brevik, forthcoming). Based on these findings I argue that teachers need to address their students’ personal purposes for using English in and out of school both in general and vocational study programmes.

Internationally, little evidence of supporting purposes of classroom assessment exists. In the pr... more Internationally, little evidence of supporting purposes of classroom assessment exists. In the present study, we investigate feedback practices in language arts classrooms. By comparing video observations from 184 recorded language arts lessons across 46 secondary classrooms in Norway, this study considers the quality of feedback given orally by teachers to students, as well as from students to other students, and students’ self-assessment. The findings suggest that there are substantial differences in the quality of feedback across classrooms, with the majority of teachers providing feedback that is either absent or low. The present study contributes with systematic findings on the quality of feedback in the classroom, and enables an analysis within and across a large number of classrooms and lower secondary schools.

This qualitative study examines reading comprehension strategy use in English in upper secondary ... more This qualitative study examines reading comprehension strategy use in English in upper secondary school (16-17 year old) one year after teachers participated in a professional development (TPD) course.

Prior research suggests there is a need to identify reading comprehension strategy use in English L2 in upper secondary school. The presentation argues that teachers need to have a dual focus in their reading comprehension instruction; how strategies enhance disciplinary literacy and how the teaching of such strategies pay attention to the purposes of strategy use in the lives of upper secondary readers. To identify this, this study addresses these issues through the research questions:

How do upper secondary teachers include reading comprehension strategies in their English L2 instruction?
To what extent and why do the students in general and vocational programmes use the strategies as tools to enhance their reading comprehension in English L2?

This study is informed by Vygotskian thinking on the importance of tools and social interaction in learning (Daniels, 2008; Edwards, 2015; Vygotsky, 1981) in which reading comprehension strategies are considered tools to be used to enhance text comprehension. Grabe (2009) argues that social factors “are multiplied for L2 readers who must sort through competing cultural and social influences emerging from both L1 and L2 contexts, as well as many competing influences in the dual-language mind of each individual L2 reader” (p. 152). Transparency in the nature and purposes of comprehension strategies as tools would therefore seem a worthwhile aim.

Vygotsky also distinguished between the technical and the psychological aspects of tools. The technical aspects refer to their potential as resources while the psychological aspects refer to how learners recognise and work with these possibilities. Reading comprehension strategies as tools have this dual function, but learners need help with both aspects. According to this analysis, it is not enough to focus only on the technical aspects of what the strategies are; learners need help in understanding how and why these tools are useful in both aspects (Grabe, 2009).

This way of teaching to promote learning is emphasised in the Vygotsky-based Quadrant model of a pedagogic sequence (Edwards, 2015), which aims to encourage students to engage with ideas in ways that reflect both technical and psychological aspects. The model illustrates how learners are first introduced to new concepts, or ways of working, and participate in learning situations through guided instruction. Then they move towards independent use, first through tightly structured tasks, and later through more open tasks. Finally, they display their knowledge in some form of summatively assessed task.

A similar process is illustrated in the Gradual release of responsibility model (Duke & Pearson, 2002), where the responsibility of strategy use transfers from the teacher to the student in five steps: (1) naming and describing the strategy – why, when, and how it should be used; (2) modelling the strategy in action – either by teacher or student, or both; (3) using the strategy collaboratively – in a sort of group think-aloud; (4) guiding practice using the strategy with gradual release of responsibility; (5) using the strategy independently, with no teacher guidance, individually or in small student-led groups.

Instruction on reading comprehension has been influenced by understandings of the role of social interaction in learning (Grabe, 2009; RAND, 2002), where strategies are initially modelled by the teacher and gradually applied by the autonomous learner.

Method

Participants: In 2011, 21 teachers participated in a TPD course related to reading comprehension in upper secondary school. Six months later, all 21 teachers were asked if they would allow me into their classrooms to observe a lesson concerning reading comprehension. 20 were willing, and the five of these who taught English as L2 were included in the present study. The observations took place at four rural schools, in five classrooms, in years 11 and 12 in general and vocational programmes. Aiming for the perspective of the students as well as the teachers, the 64 students who were present in the observed lessons also participated. Each class consisted of one teacher and 7–20 students. Data collection: The study used a multiple methods design (Bazeley & Kemp, 2012; Creswell, 2013) involving qualitative data collected through classroom observation, student interviews and teacher narratives. I was present in the classrooms as a participating researcher during each observed lesson and took field notes. The teachers wrote narratives about their teaching immediately after the classroom observation. These provided records from the teachers' perspective on which strategies they used in their instruction, and how and why. Aiming to identify the students' perspective, to learn what the students thought about the use of strategies, I conducted five group interviews, immediately after the observed lessons, with all the students belonging to the same class. This means that each student participated in one interview, where multiple voices were heard within each group and where I encouraged all students to talk to prevent individuals from dominating. The average length of the interviews was 18 minutes; all were audio-taped and transcribed. Data analysis: The data analysis included three steps; first reading the narratives, then reading my field notes, and finally reading the transcribed interviews.

Expected Outcomes

In all of the classrooms observed, I found that reading comprehension strategies were used by the L2 teachers and the L2 learners. Two strands emerged in relation to how the teachers applied the strategies acquired in the short TPD course one year earlier. First, the teachers used a small repertoire of L2 strategies from the course, suggesting an impact of the course that has been sustained over time. Second, that there was a clear difference between how the students in the general and the vocational programmes used the strategies offered to them, and that this can be explained by the personal relevance the vocational students ascribed to the strategies. In sum, related to the first research question, the findings suggests how the teachers used a small repertoire of reading comprehension strategies related to the English L2 curriculum to encourage their students' use of these strategies as tools in their reading development. Related to the second research question, the findings indicate how the students in the general programmes reflect metacognitively about their strategy use, revealing that their main purpose for using the L2 strategies was assessment situations (i.e. tasks demands). The vocational students, however, revealed personal purposes for using reading comprehension strategies. A major implication of the study is therefore that including reading comprehension strategies in L2 instruction is a matter of how the strategies offered are used by the students, rather than simply a matter of how teachers design their lessons. This finding is particularly important if we want to see reading as a school activity and as a lifelong endeavour – where L2 learners engage in strategic reading independently without being explicitly asked to do so, whether in the private sphere, in higher education, or in future work.

References

Bezeley, P. & Kemp, L. (2012). Mosaics, triangles, and DNA: Metaphors for integrated analysis in mixed methods research. Journal of Mixed Methods Research, 6(1), 55–72. Block, C. C., & Duffy, G. G. (2008). Research on teaching comprehension. where we've been and where we're going. In C. C. Block & S. R. Parris, (Eds.), Comprehension instruction. research-based best practices (2nd ed.) (pp. 19–37). New York: The Guilford Press. 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. Creswell, J. W. (2013). Qualitative inquiry & research design. choosing among five approaches (3rd ed.). Los Angeles: SAGE Publications Inc. Daniels, H. (2008). Vygotsky and research. London and NY: Routledge. Duke, N.K., & Pearson, P.D. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed.) (pp. 205–242). Newark, DE: International Reading Association. Edwards, A. (2015). Designing tasks which engage learners with knowledge. In I. Thompson (Ed), Designing tasks in secondary education. Enhancing subject understanding and student engagement (pp. 13–27). UK and USA:Routledge. Fisher, D. & Frey, N. (2008). Comprehension instruction in action. The secondary classroom. In C. C. Block & S. R. Parris, (Eds.), Comprehension instruction. research-based best practices (2nd ed.) (pp. 258–270). New York: The Guilford Press. Grabe, W. (2009). Reading in a second language: moving from theory to practice. Cambridge: Cambridge University Press. Kamil, M. L., Afflerbach, P. P., Pearson, P. D., & Moje, E. B. (2011). Preface. Reading research in a changing era: An introduction to the handbook of reading research, volume IV. In M. L. Kamil, P. P. Afflerbach, P. D. Pearson, & E. B. Moje (Eds.), Handbook of reading research, volume IV (pp. xiii–xxvi). London and New York: Routledge. Koda, K. (2005). Insights into second language reading. Cambridge, England: Cambridge University Press. Pressley, M. (2004). The need for research on secondary literacy education. In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 415–432). New York, NY: The Guilford Press. Vygotsky, L. S. (1981). The instrumental method in psychology. In J. Wertsch (Ed.), The concept of activity in soviet psychology (pp. 3–35). Armonk, NY: Sharpe.

In Norwegian secondary schools, there are gifted and talented pupils in all classes. This is part... more In Norwegian secondary schools, there are gifted and talented pupils in all classes. This is part of the inclusive education in Norwegian public schools. However, criticism has been voiced that these students do not receive adapted education and that their teachers do not exercise ambitions on their behalf. Instead, poor pupils are particularly targeted, which often results in too low ambitions on behalf of all pupils in class.

This quantitative study builds on and contributes to work in the field of reading assessment. Alt... more This quantitative study builds on and contributes to work in the field of reading assessment. Although studies in reading assessment have examined students’ reading skills in primary and lower secondary school, there has not been a lot of research among students in upper secondary school. As such, this study provides additional insight into upper secondary students’ reading skills in Norwegian as their first language (L1) and in English as their second language (L2). The analytic focus on crosslinguistic reading enables another contribution. While numerous studies have identified how students read in either L1 or L2, little analytic attention has been paid to reading across languages. This issue is addressed in the present study comparing student proficiency in reading literacy across Norwegian (L1) and English (L2) for the first time; giving us the rare opportunity to correlate the reading scores from two nationally distributed mapping tests – on paper and digitally – for 10.331 upper secondary students, by use of statistical analysis in SPSS, based on reliability analysis, regression analysis and factor analysis. The results indicate how the students read across L1 and L2, how reading skills in L1 can be explained by reading skills in L2 and vice versa, and which component reading skills correlate within and across languages for two groups of outliers.

Assessment for Learning (AfL) is critical to successful teaching and learning. AfL describes the ... more Assessment for Learning (AfL) is critical to successful teaching and learning. AfL describes the gathering of information about students’ progress to promote students’ learning (Black & Wiliam, 1998, 2009; Wiliam, 2011). In CLIL, an assessment situation could be used to show the learners’ knowledge and skills within language or subject matter (Brevik, 2012). The aim is to give pupils the better of two worlds – to learn subject matter as well as language; or to learn subject matter through a foreign language (Brevik & Moe, 2012). I will use a case from a Norwegian secondary school to illustrate AfL in the CLIL classroom. In Norway, the pupils typically choose which sources to read or listen to in their first language (L1) and the second or foreign language (L2), which language to use when they speak in class, and whether or not to write texts in L1 or L2. This Norwegian attitude to language use within CLIL seems to differ somewhat from CLIL in other countries, where content and language to a greater extent go hand in hand (Dale et al., 2010; Moore, 2011), based on the idea that it is impossible to separate the content from the language. I will therefore argue that the question is how and to what extent content and language is combined and assessed in a CLIL context (Brevik, 2012) – whether the assessment situation involves learning to learn strategies, reading, writing or oral skills and competence.

Invited speaker at public seminar, University of Oxford 2014

An analysis of assessment practice at nine upper secondary CLIL schools This article presents a s... more An analysis of assessment practice at nine upper secondary CLIL schools This article presents a study initiated by The Norwegian Centre for Foreign Languages in Education. The purpose of the study was to analyse assessment practices of written texts in Norwegian upper secondary education and to compare these practices to the assessment regulations in the Education Act (Ministry of Education and Research 2009). The study is based on data collected from nine upper secondary schools participating in a CLIL project from 2009 to 2011. The analysis shows, first, that the assessment of language use in the texts is optional for students in programme for general studies; while it is mandatory for students in vocational educational programmes. Second, that aims and criteria are presented at some schools and in some subjects only, making it difficult for students that are not given aims and criteria to understand what is expected of them when writing a text. Third, that the assessment practice...

Når digital teknologi brukes i engelskundervisningen, må det vaere et krav at teknologien tjener ... more Når digital teknologi brukes i engelskundervisningen, må det vaere et krav at teknologien tjener engelskfaget. Seks eksempler fra grunnskolen og videregående skole viser hvordan laerere bidrar til å styrke elevenes digitale ferdigheter i engelsk, samtidig som de styrker elevenes engelskkompetanse på andre områder.

Ny forskning på engelskfaget i videregående skole viser at det er avgjørende å se elevenes helhet... more Ny forskning på engelskfaget i videregående skole viser at det er avgjørende å se elevenes helhetlige kompetanse og bygge på det de allerede mestrer. Hvis vi primaert ser på statistikk som viser gjennomsnittstall, kan mestring lett komme i skyggen, og myter vil kunne bli bekreftet: at elever på yrkesfag er svake lesere, at de er teorisvake, eller at deres bruk av engelsk på fritiden ikke er relevant for det de skal laere på skolen. Disse mytene bør nyanseres.

Nyere forskning viser hvordan aktiv og bevisst bruk av fagbegreper påvirker resonnering og læring... more Nyere forskning viser hvordan aktiv og bevisst bruk av fagbegreper påvirker resonnering og læring – ikke bare fagbegreper i fag, men også fagbegreper om læring i fag. Dette ser vi både blant elever i videregående skole, blant lærerstudenter i lærerutdanningen og blant lærere i etterutdanningssituasjoner. Kunnskap om betydningen av å bruke fagbegreper er viktig kompetanse både i skolen og i lærerutdanningen.

This article presents a study initiated by The Norwegian Centre for Foreign Languages in Educatio... more This article presents a study initiated by The Norwegian Centre for Foreign Languages in Education. The purpose of the study was to analyse assessment practices of written texts in Norwegian upper secondary education and to compare these practices to the assessment regulations in the Education Act (Ministry of Education and Research 2009). The study is based on data collected from nine upper secondary schools participating in a CLIL project from 2009 to 2011. The analysis shows, first, that the assessment of language use in the texts is optional for students in programme for general studies; while it is mandatory for students in vocational edu¬cational programmes. Second, that aims and criteria are presented at some schools and in some subjects only, making it difficult for students that are not given aims and criteria to understand what is expected of them when writing a text. Third, that the assessment practices studied are in accordance with the Education Act in terms of feedback on the student’s knowledge and task performance, but leave some¬thing to be desired regarding feedback on skills, and on promoting pupil learning, so-called «feed forward» practices of formal assessment, including self-assessment.

Ny forskning i videregående skole viser mer aktiv bruk av lesestrategier enn tidligere antatt – ... more Ny forskning i videregående skole viser mer aktiv bruk av lesestrategier enn tidligere
antatt – og langt mer enn lærerne selv setter ord på. Hvis lærerne faktisk gjør mer
enn de setter ord på, og gjennomfører mer forskningsbasert leseundervisning enn
de er klar over selv, er det viktig at skolen tilbyr situasjoner til å reflektere over egen
praksis og dele faglige erfaringer.

Hvor gode er norske ungdomsskoleelever i engelsk? Øker de språkkompetansen ved å ha undervisning ... more Hvor gode er norske ungdomsskoleelever i engelsk? Øker de språkkompetansen ved å ha undervisning på engelsk i ulike fag? Hvordan kan en eventuell språkutvikling testes og dokumenteres? Hvilke ferdigheter bør i tilfellet kartlegges? I denne rapporten dokumenterer jeg utviklingen av en kartleggingsprøve i engelsk lesing på 10. trinn. Jeg legger fram resultatene fra piloteringen og kommenterer hvordan den endelige prøven kan bidra til å kartlegge leseferdigheter og språkutvikling i engelsk blant elever på ungdomstrinnet.

Bedre Skole, 2013

■ av karina rose mahan og lisbeth m. brevik Mens ungdomsskoleelever skårer høyt på språklig-gramm... more ■ av karina rose mahan og lisbeth m. brevik Mens ungdomsskoleelever skårer høyt på språklig-grammatisk korrekthet på engelsk, viser det seg at de snubler når det kommer til valg av ord. Når elevene forholder seg til muntlig og uformelt språk i sosiale medier, er det kanskje ikke overraskende at måten de bruker språket på i skolesammenheng påvirkes av dette. Med utgangspunkt i en fersk masterstudie vises det til noen av de mest vanlige engelske ordfeilene i digitale skoletekster, og hvordan slike feil kan gjenkjennes og unngås.

English didactics in Norway - 30 years of doctoral research, 2019

This edited volume is a collection of doctoral research within English didactics in a Norwegian c... more This edited volume is a collection of doctoral research within English didactics in a Norwegian context from 1988 to 2017. The ambition has been to cover all doctoral research that has been conducted within this field, and to the best of our knowledge all but four PhD theses within the field of English didactics in the Norwegian context are represented here. The four missing theses are referenced below. Our aim is to continue this project in future editions, adding chapters as new doctoral studies are carried out.

This edited volume presents 30 years of English didactics research (1988–2017) in Norway. As a co... more This edited volume presents 30 years of English didactics research (1988–2017) in Norway. As a collection of chapters, each representing a doctoral study, the book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implications for teaching English as a second or later language (L2) today.

The chapters provide models and insight to master students and doctoral students about to embark on English didactics research projects. All chapters present suggestions for future research, and offer a detailed presentation of the methodology and theoretical framing of each study as well as reviews of other research in each particular field.

For the first time, research from English didactics in Norway is collected in one volume. The book is therefore invaluable to researchers of English as a school subject, to teacher educators looking to provide research-based insight to future teachers of English, and to experienced English teachers looking to develop their teaching practice in ways that are research-based and relevant.

Editors are Ulrikke Rindal and Lisbeth M Brevik at the Department of Teacher Education and School Research at the University of Oslo. Both work as teacher educators and do research within English didactics.

This is a textbook in English as a second language for lower secondary school (8th grade).

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This book provides exam tips - for the written and oral exam in English as a second language in ... more This book provides exam tips - for the written and oral exam in English as a second language in secondary school.

Engelsk - Klar for eksamen er et flergangshefte som kan brukes fra 8. til 10. trinn for å forberede elevene til innleveringer, prøver og eksamener. Arbeidet med heftet utvikler elevenes ordforråd, læringsstrategi og ferdighet i lesing, skriving og muntlig kommunikasjon.

Voices in Time is a series of school books for lower secondary school (8th - 10th grade). This is... more Voices in Time is a series of school books for lower secondary school (8th - 10th grade). This is the workbook for 8th grade.

This is a textbook for English as a second language - with a specific focus on reading comprehens... more This is a textbook for English as a second language - with a specific focus on reading comprehension strategies.