State of the art: English didactics in Norway

Rindal, Ulrikke; Brevik, Lisbeth M.

doi:10.18261/978-82-15-03074-6-2019-21

Cited by 4 publications

(5 citation statements)

References 9 publications

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“…It is important for teachers to be aware of status and power differences among languages to avoid reproducing language hierarchies in the classroom (Beiler, 2019; De Costa et al, 2017; Dewilde, 2019). The status of English in some European countries, including Norway, Sweden, and the Netherlands, is not entirely clear (Education First, 2018); students are sometimes referred to as learners of English as a foreign language (EFL) and sometimes as learners of English as a second language (ESL), indicating that the status of English is in transition (Rindal, 2014; Rindal & Brevik, 2019; Sylvén, 2019). It might not matter for the individual student whether English is labelled EFL or ESL.…”

Section: Discussionmentioning

confidence: 99%

Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

Brevik

Rindal

2020

TESOL Quarterly

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Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons (N = 60) of naturally occurring instruction over time, with a survey of students’ (N = 179) experiences of their teachers’ language practices. The study reports how languages were used and perceived in seven classrooms across Grades 9–10. Findings indicate three main patterns. First, there was considerable variation in language use in these classrooms, which seemed dependent on the teacher rather than students and school. Second, there was hardly any use of languages other than the language of schooling (Norwegian) and the target language (English), but a few references to linguistic repertoires signalled a focus on multilingualism in some classrooms. Third, survey data indicate that students perceived teachers’ use of Norwegian, regardless of amount, helpful. The study demonstrates teachers’ and students’ balancing of target language exposure with the need for other languages, even with extensive variation in the use of English and Norwegian and infrequent references to students’ other linguistic repertoires in most classrooms.

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Section: Discussionmentioning

confidence: 99%

Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

Brevik

Rindal

2020

TESOL Quarterly

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“…As in several other countries, the status of English in Sweden is in transition (for the case of the neighbouring country Norway, see Rindal, 2019). Although officially a foreign language, English in Sweden has in practice many traits that make it more similar to a second language (L2), considering how, when, and where it is used (Hult, 2012; Hyltenstam, 2004; Hyltenstam & Österberg, 2010) and its status is continuously negotiated (Hult, 2012).…”

Section: Contextualizing Swedish Foreign Language Educationmentioning

confidence: 95%

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

2023

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This review provides an account of salient research topics in current Swedish research in the field of foreign language (FL) education, with the aim of making locally published work available outside Sweden. A corpus of work on English and other FLs published between 2012 and 2021 has been scrutinized. Focus has been placed on research conducted and disseminated in Sweden, in some cases adding international publications, in order to portray the work in a wider context. Research on FL learning, teaching, and assessment is reviewed in light of recent policy changes as well as a changing linguistic situation characterized by a plethora of languages spoken in society, among which Swedish as majority language and English as lingua franca share indisputable sovereignty, but where a newly-born interest in the role of other background languages than Swedish can be discerned. The study ends with a discussion of trends observed in the reviewed material and considerations in view of future research.

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“…It is posited that digital skills in Norwegian EFL settings "focus on two main areas, where one can be summed up as critical awareness in the retrieval and use of digital text sources, and the other as the ability to create texts in various digital formats. " (Ørevik, 2018, p. 245) The aforementioned centrality of digital skills and digital artifacts contributes to the fostering of digital competence by Norwegian EFL teachers (Rindal & Brevik, 2019). It is a commonly accepted argument that EFL teachers' digital competence is crucial due to the need to address the pervasive digitalisation of the Norwegian EFL landscape and, more importantly, to meet the national curriculum competence aims associated with digitalisation and digital skills (Rindal & Brevik, 2019).…”

Section: Digital Practices In Norwegian Efl Settingsmentioning

confidence: 99%

“…(Ørevik, 2018, p. 245) The aforementioned centrality of digital skills and digital artifacts contributes to the fostering of digital competence by Norwegian EFL teachers (Rindal & Brevik, 2019). It is a commonly accepted argument that EFL teachers' digital competence is crucial due to the need to address the pervasive digitalisation of the Norwegian EFL landscape and, more importantly, to meet the national curriculum competence aims associated with digitalisation and digital skills (Rindal & Brevik, 2019). In this regard, it is argued that "the central role of English as lingua franca on the Internet suggests that the English school subject is particularly relevant for the development of students' digital competence" (Rindal & Brevik, 2019, p. 430) in Norwegian EFL settings.…”

Section: Digital Practices In Norwegian Efl Settingsmentioning

confidence: 99%

“…The argument is further supported by Røkenes (2019), who indicates that digital competence is considered a part of Norwegian EFL teachers' and teacher educators' professional competence, given that digital artifacts form an important aspect of an EFL teacher's work (Røkenes, 2019, p. 164). Subsequently, an extensive use of digital artifacts by Norwegian EFL teachers calls for a didactic reflection upon what kinds of digital artifacts they use in and outside of an EFL classroom (Rindal & Brevik, 2019;Røkenes, 2019).…”

Section: Digital Practices In Norwegian Efl Settingsmentioning

confidence: 99%

See 1 more Smart Citation

Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

Капранов

2021

R. Ilha do Desterro A J. of En. Language Lit. in English and Cu

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The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article.

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State of the art: English didactics in Norway

Cited by 4 publications

References 9 publications

Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages

Research on foreign language learning, teaching, and assessment in Sweden 2012–2021

Discursive Representations of Digital Artifacts in an EFL Classroom: Analysing Discursive Voices of Pre-Service Teachers of English

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