Ulrikke Rindal

• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Language Use in the Classroom: Balancing Target Language Exposure with the Need for Other Languages. TESOL Quarterly. ISSN 0039-8322. 54(4), p. 925–953. doi: 10.1002/tesq.564. Full text in Research Archive
• Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 92–116.
• Rindal, Ulrikke Elisabeth & Iannuzzi, Manuela (2020). Pronunciation: Accent, identity and intelligibility . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 117–136.
• Rindal, Ulrikke Elisabeth; Beiler, Ingrid Rodrick & Grædler Listuen, Sigrid (2020). Intercultural competence and cultural identities . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 217–236.
• Rindal, Ulrikke Elisabeth (2020). English in Norway: A language and a school subject in transition . In Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Ed.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. p. 23–42.
• Rindal, Ulrikke Elisabeth (2019). Communicative oral skills. In Burner, Tony; Carlsen, Christian & Kverndokken, Kåre (Ed.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget. ISSN 9788245026597. Show summary

  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? These are some of the subject-specific questions raised in this book. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. "101 ways to work with communicative skills" offers fresh research about English education in Norway. It is a treasure trove for every practising teacher working with English in years 1-13. The target group for this book comprises teachers, students, teacher educators, and researchers.

• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway. In Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Ed.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. p. 418–440. doi: 10.18261/978-82-15-03074-6-2019-21. Full text in Research Archive
• Rindal, Ulrikke Elisabeth (2019). PhD revisited: Meaning in English. L2 attitudes, choices and pronunciation in Norway . In Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Ed.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. p. 335–355. doi: 10.18261/978-82-15-03074-6-2019-17.
• Rindal, Ulrikke Elisabeth (2016). Pronunciation. In Linn, Andrew (Eds.), Investigating English in Europe: Contexts and Agendas. De Gruyter Mouton. ISSN 978-1-61451-895-2. p. 93–98.
• Rindal, Ulrikke Elisabeth (2015). Who owns English in Norway? L2 attitudes and choices among learners. In Linn, Andrew; Bermel, Neil & Ferguson, Gibson (Ed.), Attitudes towards English in Europe. Walter de Gruyter (De Gruyter). ISSN 978-1-61451-551-7. p. 241–270. doi: 10.1515/9781614515517-012.
• Rindal, Ulrikke Elisabeth & Sollid, Hilde (2015). Hva mener vi om språk - sosiolingvistikk i norsk og engelsk. In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 978 - 82-15 - 025. p. 57–66.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2015). Fagdidaktisk makeover. Om utviklingen av en integrert studiedesign i engelsk didaktikk i lærerutdanningen. In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 978 - 82-15 - 025. p. 185–194. Full text in Research Archive Show summary

  ProTed utvikler integrerte studiedesign som ivaretar lærerstudentenes profesjonslæring i lærerutdanningen. 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 lærerstudenter, og som dermed bidrar til å utdanne profesjonelle engelsklærere. Integrasjonen i dette utviklingsarbeidet er både vertikal og horisontal. Den vertikale dimensjonen handler om hele studieløpet, hvor vi integrerer overordnede temaer i lærerutdanningen med hovedområdene i Kunnskapsløftets læreplan 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 lærerutdanningsinstitusjoner.

• Lund, Andreas; Jakhelln, Rachel Elise & Rindal, Ulrikke Elisabeth (2015). Fremragende lærerutdanning - hva er det, og hvordan kan vi få det? In Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Ed.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 978 - 82-15 - 025. p. 13–36.
• Rindal, Ulrikke Elisabeth (2014). What is English? Acta Didactica Norge. ISSN 1504-9922. 8(2). doi: 10.5617/adno.1137.
• Rindal, Ulrikke Elisabeth (2014). Questioning English standards: Learner attitudes and L2 choices in Norway. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation. ISSN 0167-8507. 33(3-4), p. 313–334. doi: 10.1515/multi-2014-0015.
• Rindal, Ulrikke Elisabeth & Piercy, Caroline (2013). Being 'neutral'? English pronunciation among Norwegian learners. World Englishes. ISSN 0883-2919. 32(2), p. 211–229. doi: 10.1111/weng.12020.
• Rindal, Ulrikke Elisabeth (2010). Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English. Journal of Sociolinguistics. ISSN 1360-6441. 14(2), p. 240–261. doi: 10.1111/j.

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• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2022). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISBN 978-82-15-03228-3. 244 p.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISBN 9788215032283. 244 p.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISBN 978-82-15-03074-6. 446 p. Full text in Research Archive
• Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (2015). Veier til fremragende lærerutdanning. Universitetsforlaget. ISBN 978 - 82-15 - 025. 215 p.

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• Sundqvist, Pia; Gyllstad, Henrik; Peters, Elke; Rindal, Ulrikke; Skar, Gustaf B. & Ulfat, Nasrin (2024). First-graders know L2 English vocabulary – viewing, gaming, YouTube. Show summary

  This presentation uncovers the relation between very young second/foreign language learners’ English vocabulary knowledge and extramural English (EE, Sundqvist, 2009). Research has shown that music, gaming, and TV are important EE sources (Puimège & Peters, 2019) and indicated gender-related differences for EE and vocabulary (Hannibal Jensen, 2017). Data were collected from 60 1st-graders (aged 5–6) in Norway: learner and parental questionnaires, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017). Results-wise, participants knew on average 12.32 words (SD=5.13). Gamers scored higher than non-gamers; no gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners.

• Gyllstad, Henrik; Sundqvist, Pia; Peters, Elke; Rindal, Ulrikke Elisabeth; Skar, Gustaf B. & Ulfat, Nasrin (2023). Very young children know L2 English vocabulary – viewing, gaming, YouTube. Show summary

  This presentation uncovers the relation between young second/foreign language (L2) learners’ English vocabulary knowledge (meaning recognition) and their self-initiated use of English outside school, extramural English (EE, Sundqvist, 2009), and details results relating to individually tested vocabulary target items. To date, research has shown that music, digital games, and TV are important sources of EE (De Wilde et al., 2020; Puimège & Peters, 2019) and indicated gender-related differences in EE use and vocabulary knowledge (Hannibal Jensen, 2017; Sylvén & Sundqvist, 2012), but few studies have targeted very young learners. Data were collected from 60 learners aged 5–6 (grade 1) in Norway, consisting of a learner EE questionnaire (individual and oral administration), a parental questionnaire, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017) based on age-of-acquisition ratings of target items (Kuperman et al., 2012); an “I don’t know” (IDK) option was added. Measurement-wise, the score reliability was somewhat low but acceptable at .79, and the mean item-total correlation was .30. The participants varied widely as to their use of the IDK option (range 0-20; Mean: 3.62; about 30% never used it). Results-wise, despite young age and very little formal instruction in school, participants knew on average 12.32 words (SD=5.13), a finding relevant to teacher practice. Participants who reported playing video games scored higher than non-gamers but only significantly so for specific items. No gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners (the STAGE project).

• Rindal, Ulrikke Elisabeth (2023). The role of English for young Norwegians.
• Rindal, Ulrikke Elisabeth (2023). Ekstramural engelsk og språkkompetanse: Intervjuer og engelskferdigheter på 1. trinn.
• Rindal, Ulrikke Elisabeth (2023). The role of English for young Norwegians. Show summary

  The role of English for young Norwegians This contribution reports a study that explores ideologies of English among children and adolescents in Norway. The paper presents data from qualitative interviews with 12 participants aged 6, 11 and 15 who have English as an additional language (L2), investigating how their English language practices relate to identity work and experiences of ownership of English. English does not have any official status in Norway, but formal instruction begins year 1, and English is a mandatory school subject for 11 years with its own curriculum separate from other foreign languages. Children and adolescents are daily exposed to considerable amounts of English outside of school, particularly through popular and social media. Although traditionally categorised as a ‘foreign’ language in Norway, English is today “simply a fact of 21st-century life” for young Norwegians (Linn, 2016, p. 201). The interview study is part of the research project STAGE – STarting AGe and Extramural English, which investigates the relative influence of extramural English (self-initiated English use outside of school) on English language proficiency (Sundqvist, 2023). STAGE is a multiple-method study with participants from grades 1, 6 and 10 from Norway and Flanders, Belgium (N=900), including data from language logs, questionnaires and various proficiency tests. The interview participants (N=12) are selected from the larger STAGE sample based on the quantitative data sources, aiming to include participants with various linguistic and cultural backgrounds. The participants are interviewed in pairs in a room at their school. In addition, I visit the youngest participants in their home to conduct additional informal interviews with artefacts in combination with observations. Interviews across all levels are semi-structured, with age-appropriate operationalisations of concepts related to language ideologies. Based on informal conversations with a selection of the participants, the data is expected to show how English is related to media and the internet, and different from the English taught in school. Participants at all levels are expected to consider English a language that they acquire naturally. The older participants are expected to engage on interactive digital platforms outside of school that are closely related to their interests and identities, thus involving English in their identity work. Increased extramural English adds to an already multifaceted sociolinguistic climate in Norway, leading to complex ideologies related to English. The role of English for young Norwegians challenges traditional categorisations where the status of English is defined by national borders (e.g., Kachru, 1985), and has considerable implications for how English is taught in school and in higher education. Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press. Linn, A. (2016). Investigating English in Europe: Contexts and Agendas. Berlin: Mouton de Gruyter. Sundqvist, P. (2023). Starting age and extramural English: Learning English in and outside of school in Norway and Flanders (STAGE). Retrieved from https://www.uv.uio.no/ils/english/research/projects/stage/

• Rindal, Ulrikke Elisabeth (2022). A hint of gorilla: Teacher and student beliefs about language choice in a high-exposure English L2 context.
• Rindal, Ulrikke Elisabeth (2022). English in transition - the status of English in and out of school in Norway.
• Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. [Internet]. Utdanningsnytt.no.
• Rindal, Ulrikke Elisabeth (2022). Hvorfor snakker unge engelsk? [TV]. NRK Helgemorgen.
• Mejlbo, Kaja & Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. Utdanningsnytt.no. Show summary

  https://www.utdanningsnytt.no/engelsk-undervisning/forsker-pa-verdien-av-fritids-engelsken/332516

• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Det kan være bra å bruke flere språk i engelsktimene . www.forskning.no. Show summary

  Språkforskere har undersøkt hvor mye engelsk og norsk det snakkes i engelsktimer på ungdomstrinnet – og hvor mye norsk det er behov for.

• Sundqvist, Pia; Brevik, Lisbeth M.; Sandlund, Erica & Rindal, Ulrikke Elisabeth (2019). Conference paper: A comparative study of language use in L2 English multilingual secondary school classrooms in Norway and Sweden. Show summary

  It is crucial that teaching practices rest on empirical findings from classroom research. In Norway and Sweden, second language (L2) English teachers have for a long time been guided by monolingual (English Only, EO) ideology, as this is believed to aid learning and many students are proficient enough to use English as the medium of communication (Others, Author1, & Author3, 2017; Lundahl, 2012). While the predominant ideology has been EO, observation studies of classroom work have revealed that in practice, many teachers enact a bilingual, English-Norwegian/Swedish, classroom language policy (Author2 & Author4, 2018; Lundahl, 2012; Author3 & Author1, 2016; Swedish Schools Inspectorate, 2011). However, in light of the growing linguistic diversity in schools in both countries, English may be the only shared language in a particular classroom, which in turn may provide support for EO teaching practices (Lundahl, 2012). Teachers may also adopt teaching practices aligning with a translanguaging ideology and pedagogy in adapting to the multilingual classroom (García & Wei, 2014), which would entail involving students’ entire language repertoires. Notably, there is little guidance from national English curricula regarding classroom language use, leaving teachers to rely on their own professional judgement for what language(s) to use to facilitate students’ learning. Internationally, empirical studies from multilingual L2 English classrooms are scarce, but much needed. The key research question is, then, what languages are used in such classrooms in Norway and Sweden? In this small-scale study, video and audio data were collected from seven lessons in three secondary school classrooms in each country, totaling 14 lessons. Learners were around 14 years old, which means that data were drawn from the 9th grade in Norway and the 8th grade in Sweden. Data were coded using the time-stamping method (Author2 & Author4, forthcoming), employing four codes: (1) ‘Norwegian/Swedish’; (2) ‘English’; (3) ‘Both’ (i.e., code-switching between Norwegian/Swedish and English), and (4) ‘Other language(s)’. A quantitative analysis was then carried out, examining the frequency and duration of each code, and putting those findings also in relation to the total speaking time of each lesson, followed by a qualitative analysis, focusing on characterizing the language practices. Preliminary findings reveal a range from English Only-dominant classrooms to classrooms where the majority language (Norwegian/Swedish) dominated. Whereas code-switching occurred frequently, there was hardly any use of other languages. Findings are discussed in light of learner group compositions, teacher beliefs about language learning and multilingualism, and didactic decisions in situ.

• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). Introduction. In Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Ed.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. p. 9–15. doi: 10.18261/978-82-15-03074-6-2019-01.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The Quality of Oral Feedback in English L2 instruction.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?
• Rindal, Ulrikke Elisabeth (2017). What is English?
• Rindal, Ulrikke Elisabeth (2017). Å nå fram til skolen med sosiolingvistikken.
• Rindal, Ulrikke Elisabeth & Iannuzzi, Manuela (2017). Uttaleundervisning i verdensspråket engelsk. Bedre Skole. ISSN 0802-183X. 4, p. 82–87.
• Rindal, Ulrikke Elisabeth & Haukland, Ola (2017). Om å snakke norskengelsk. Bedre Skole. ISSN 0802-183X. 2, p. 82–87.
• Rindal, Ulrikke Elisabeth & Haukland, Ola (2017). Perceptions of Norwegian-accented English.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2017). Conference paper: The Quality of Oral Feedback in English Instruction .
• Rindal, Ulrikke Elisabeth (2016). Oral proficiency among Norwegian learners. Implications for English studies and English teacher education.
• Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (2016). Hva er fremragende lærerutdanning og hvordan kan vi få det? Under UTDANNING. Pedagogstudentenes medlemsblad. 1, p. 22–23.
• Rindal, Ulrikke Elisabeth (2016). "Riktig" engelsk uttale. Bedre Skole. ISSN 0802-183X. 1, p. 79–84.
• Rindal, Ulrikke Elisabeth (2014). Perceptions of Norwegian-accented English among teachers.
• Rindal, Ulrikke Elisabeth (2014). Methodological complications in the intersection of sociolinguistics and language education.
• Rindal, Ulrikke Elisabeth (2014). Investigating second language awareness in and for teacher education.
• Rindal, Ulrikke Elisabeth (2013). Questioning English standards in Norway.
• Rindal, Ulrikke Elisabeth (2012). L2 attitudes and pronunciation: Implications for the international university.
• Rindal, Ulrikke Elisabeth (2012). The social meaning of English in Norway: L2 attitudes, choices and pronunciation.
• Rindal, Ulrikke Elisabeth (2012). The meaningful use of English in Norway: L2 attitudes, choices and pronunciation.
• Rindal, Ulrikke (2011). The meaningful use of English among Norwegian learners.
• Rindal, Ulrikke (2011). Attitudes towards English accents among Norwegian learners.
• Rindal, Ulrikke & Piercy, Caroline (2011). Constructing a 'neutral' variety of English: L2 pronunciation among Norwegian learners.
• Rindal, Ulrikke Elisabeth (2009). Constructing identity with L2.
• Rindal, Ulrikke Elisabeth (2009). Constructing identity with L2.
• Barreng, Rebecca Linnéa Söderström & Rindal, Ulrikke Elisabeth (2020). Language use in bilingual classrooms in Norway: A study of language use in six bilingual classrooms in two lower secondary schools. Universitetet i Oslo.
• Ivancevic, Maja; Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). MA thesis: Vague feedback in English L2 classrooms - A study of feedback practices in seven video recorded classrooms in lower secondary school. Universitetet i Oslo.
• Ianuzzi, Manuela; Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Miriam Rodrick (2017). MA thesis: What to do with pronunciation? Teachers' approaches to English pronunciation in lower secondary school. Universitetet i Oslo.
• Hjeltnes, Ingrid; Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2016). MA thesis: Quality teaching in text-based instruction: How can quality instruction be identified in a Year 9 English classroom, when the students are working with text? Universitetet i Oslo.
• Rasmussen, Ingvill; Rindal, Ulrikke Elisabeth & Lund, Andreas (2014). Læringsressurser og arbeidsformer i engelsk: Ungdomsskoleelevers arbeid med sjangeren fantasy. En casestudie i prosjektet ARK&APP, engelsk, 8. klasse. Universitetet i Oslo. ISSN 978-82-569-7001-8. Full text in Research Archive Show summary

  Læringsressurser og arbeid med sjangeren fantasy Læreboka sto sentralt i engelskundervisningen i en klasse på 8. trinn. Men den har ikke lenger har den samme styrende funksjon som er beskrevet i tidligere studier. Læreboka ble brukt som utgangspunkt for videre utvikling av oppgaver og aktiviteter. Ark & App er et forskningsprosjekt om valg og bruk av læremidler ved Institutt for pedagogikk ved Universitetet i Oslo, på oppdrag for Utdanningsdirektoratet. Foreliggende rapport tar for seg 1 av de 12 casene i prosjektet. Tre overordnede spørsmål ligger til grunn for analysene i caserapporten: • Hvordan benyttes læremidlene i undervisningsopplegget? • Hvilken funksjon har bruken av læremidlene i interaksjonen mellom lærer og elever? • Hvordan bidrar bruk av læremidlene til engasjement og læring hos elever? Undervisningopplegget i engelskcasen på 8. trinn Denne caserapporten undersøker et undervisningsopplegg der hovedtema var sjangeren fantasy. Elevene skulle i perioden skrive en egen fantasy-historie. Elevene skulle også holde en muntlig presentasjon av hver sin skjønnlitterære bok. Læreboka og lærernes egenutviklede læringsressurser (kopierte ark) var de viktigste læremidlene i dette undervisningsforløpet. Læreboka sentral i engelskundervisningen, men den styrer ikke Læreboka sto sentralt i undervisningen, men den har ikke lenger har den samme styrende funksjon som beskrevet i tidligere studier. Læreboka har status som et utgangspunkt for videre utvikling av oppgaver og aktiviteter. Digitale læringsressurser blir brukt i liten grad. PC benyttes kun av elevene når de fører inn fantasy-historien som de tidligere har skrevet for hånd. Lærerne benytter PowerPoint-presentasjoner til faglige introduksjoner for hele klassen. Elevene og lærerne er ikke eksponert for mer åpne og interaktive læringsmiljø i denne undervisningsperioden. Naturlig bruk av engelsk språk i timen er det lite av Erfaringene fra engelskcasen ser ut til å bekrefte at interaksjonene i klasserommet er endret i den forstand at læreren ikke lenger snakker så lenge og så mye av gangen. Undervisningen som er observert, ledes av lærere som sikrer arbeidsro og sørger for at elevene arbeider med oppgavene de er satt til å løse. Individuelt arbeid er den mest brukte arbeidsformen og det skiftes ofte mellom aktiviteter. Elevene er godt forberedt, deltar aktivt i timene og det faglige nivået kan karakteriseres som høyt. Samtidig viser analysen at naturlig bruk av språk, slik som i elevsamarbeid, er lite vektlagt. Dette medfører at elevene ikke snakker så mye engelsk i timene. Ark & App har egen hjemmeside hos Institutt for pedagogikk ved UiO: http://www.uv.uio.no/iped/forskning/prosjekter/ark-app/

• Rindal, Ulrikke Elisabeth (2013). Meaning in English: L2 attitudes, choices and pronunciation in Norway. Universitetet i Oslo. Full text in Research Archive
• Rindal, Ulrikke Elisabeth (2006). Constructing identity with L2: Pronunciation and attitudes among learners of English. University of York.

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