Course books
Brevik, L. M., & Gunnulfsen, A. E. (2012). Lesefaser og Vurdering av lesing. In Brevik, L. M., & Gunnulfsen, A. E., Les Mindre – Forst? Mer! 8.-13. trinn (chapter 3, pp. 111–143). Oslo: Gyldendal Akademisk [32 pages]
Rindal, U., & Brevik, L. M. (Eds.) (2019). English didactics in Norway – 30 years of doctoral research (chapters 4, 12, 18). Oslo: Scandinavian University Press. [60 pages] Freely available online.
Brevik, L. M., & Rindal, U. (Eds.) (2020). Teaching English in Norwegian classrooms. From research to practice (chapters 2, 8, 9). Oslo: Scandinavian University Press. [100 pages].
Texts in compendium
Chvala, L., & Graedler, A. L. (2010). Assessment in English. In Dobson, S., & Engh, R. (Eds.), Vurdering for l?ring i fag (pp. 75–89). Kristiansand: H?yskoleforlaget [15 pages]
Ibsen, E. (2000). 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 (chapter 5, pp. 137–184). Kristiansand: H?yskoleforlaget [48 pages]
Rimmereide, H. E. (2013). Graphic novels in EFL learning. In Birketveit, A., & Williams, G. (Eds.) Literature for the English Classroom. Theory into Practice (pp.131–162). Bergen: Fagbokforlaget [32 pages]
Texts available online
These articles are available online when you are logged on to the UiO network
Beiler, I. R. (2019). Negotiating multilingual resources in English writing instruction for recent immigrants to Norway. TESOL Quarterly https://doi.org/10.1002/tesq.535 [27 pages]
Brevik, L. M. & Helness, H. L. (2018). Engelsk VG1: Nye l?ringsst?ttende pr?ver. Bedre Skole, 2, 48–53 [6 pages].
Burner, T. (2019). PhD revisited: Formative assessment of writing in English. A school-based study of perceptions, practices and transformations. In Rindal, U., & Brevik, L. M. (Eds.), English didactics in Norway – 30 years of doctoral research (chapter 4). Oslo: Scandinavian University Press. [20 pages]
B?hn, H. (2019). PhD revisited: What is to be assessed? Teachers' understanding of constructs in an oral English examination in Norway. In Rindal, U., & Brevik, L. M. (Eds.), English didactics in Norway – 30 years of doctoral research (chapter 18). Oslo: Scandinavian University Press. [21 pages]
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221–240 [20 pages]
Hult, F. (2018). Engaging pre-service English teachers with language policy. ELT Journal, 72(3), 249–259 [11 pages]
K?llkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2017). English only in multilingual classrooms? LMS Lingua, 4, 27–31 [5 pages]
Norwegian Directorate for Education and Research (2013). L?replan i engelsk for h?rselshemmede. Oslo: Author [11 pages]
Saliu-Abdulahi, D., Hellekj?r, G. O., & Hertzberg, F. (2017). Teachers’ (Formative) Feedback Practices in EFL Writing Classes in Norway. Journal of Response to Writing, 3(1), 31–55 [24 pages].
Sauro, S., & Sundmark, B. (2016). Report from Middle-Earth: fan fiction tasks in the EFL classroom. ELT Journal, 70(4), 414–423 [10 pages]
Solberg, M. T., Brevik, L. M., & Luoto, J. (2017). Om ? differensiere engelskundervisningen. Bedre skole, 3, 70–75. [6 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].
Vogt, K., & Kantelinen, R. (2012). Vocationally oriented language learning revisited. ELT, 67(1), 62–69 [7 pages]
In addition, students will work with the following policy documents from PPU3120D:
Udir (2006, 2013). English subject curriculum. Oslo: Utdanningsdirektoratet [10 pages].
Udir (2012). Framework for basic skills. Oslo: Utdanningsdirektoratet [16 pages].