![]() It is crucial that teaching practices rest on empirical findings from classroom research. Sandlund, Erica & Rindal, Ulrikke ElisabethĬonference paper: A comparative study of language use in L2 English multilingual secondary school classrooms in Norway and Sweden. Med dette bidrar vi med en modell for design av fagplaner som kan brukes i andre fagdidaktiske fag og ved andre lærerutdanningsinstitusjoner. 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. Den vertikale dimensjonen handler om hele studieløpet, hvor vi integrerer overordnede temaer i lærerutdanningen med hovedområdene i Kunnskapsløftets læreplan i engelsk. Integrasjonen i dette utviklingsarbeidet er både vertikal og horisontal. Målet med et slikt utviklingsarbeid, hvor integrasjon er et grunnleggende prinsipp, er å kunne tilby et fag som virker sammenhengende og relevant for lærerstudenter, og som dermed bidrar til å utdanne profesjonelle engelsklærere. 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). ProTed utvikler integrerte studiedesign som ivaretar lærerstudentenes profesjonslæring i lærerutdanningen. Full text in Research Archive Show summary In Rindal, Ulrikke Elisabeth Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Om utviklingen av en integrert studiedesign i engelsk didaktikk i lærerutdanningen. & Rindal, Ulrikke Elisabethįagdidaktisk makeover. ![]() The target group for this book comprises teachers, students, teacher educators, and researchers.īrevik, Lisbeth M. It is a treasure trove for every practising teacher working with English in years 1-13. ![]() "101 ways to work with communicative skills" offers fresh research about English education in Norway. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. These are some of the subject-specific questions raised in this book. How can English teachers work in up-to-date and inspirational ways to enhance students' communicative skills? Which English skills do students need in an increasingly diverse and globalised society? How can teachers explore key areas such as digital skills, multicultural topics, and multilingual resources in the English subject in practical and engaging ways? In Burner, Tony Carlsen, Christian & Kverndokken, Kåre (Ed.),ġ01 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. ![]() Co-supervisor for Ahmed Reda (2019), Vilde Matilde Skram (2019), Kyrre Hellevang Tveiten (2019), Rakel Skaugen (2019), Maja Ivancevic (2018), Manuela Iannuzzi (2017). MA students: Main supervisor for Sindre André Abelvik (2021), Rebecca L.S. ENG1103 English phonetics and intonation (BA).PPU/ PROF3025/ PROF4045 English didactics in 5-year teacher education programme (BA).DIFO4001/ DIFO4015 Research methods in subject didactics (MA).PhD in English didactics (2013): Meaning in English: L2 attitudes, choices and pronunciation in Norway Teaching My current research is concerned with attitudes towards non-native spoken English, and quality English teaching using video-observation data. My research interests relate mainly to sociolinguistic aspects of learning and teaching English, focusing specifically on oral communication. My research is within applied English linguistics, more specifically English didactics. ![]()
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