Lisbeth M. Brevik

• Aashamar, Peter Nicolai; Bakken, Jonas & Brevik, Lisbeth M. (2021). Fri fra lærebokas tøyler. Om bruk av læreboka og andre tekster i norsk, engelsk og samfunnsfag på 9. og 10. trinn. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  3
• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Christiansen, Torgeir (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet, I: Emilia Andersson-Bakken & Cecilie Pedersen Dalland (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap. 10.
• Brevik, Lisbeth M. & Holm, Thea (2021). Affinity and the classroom: informal and formal L2 learning. ELT Journal.  ISSN 0951-0893.
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign, I: Cecilie Pedersen Dalland & Emilia Andersson-Bakken (red.),  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse.  Universitetsforlaget.  ISBN 9788215047508.  Kap. 2.
• Brevik, Lisbeth M.; Ahmadian, Shilan & Garvoll, Katharina Køber (2020). English use outside of school: Gamers, Surfers and Social Media Users, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 8.  s 190 - 216
• Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2020). Strategic readers of English: Gradual release of responsibility, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 6.  s 137 - 160
• Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2020). Language and technology: Digital competence in English, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 2.  s 43 - 64
• Brevik, Lisbeth M. & Lyngstad, Marit Elise (2020). The role of literature in the English classroom, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 7.  s 163 - 189
• 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), s 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 Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 4.  s 92 - 116
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Ramfjord Isaksen, Anja (2020). Vocational English. Building vocational orientation and relevance, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 3.  s 65 - 90
• Brevik, Lisbeth M. (2019). Explicit reading strategy instruction or daily use of strategies? Studying the teaching of reading comprehension through naturalistic classroom observation in English L2.. Reading and writing.  ISSN 0922-4777.  32(9), s 2281- 3210 . doi: 10.1007/s11145-019-09951-w Full text in Research Archive.
• Brevik, Lisbeth M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning.  ISSN 0266-4909.  35(5), s 595- 606 . doi: 10.1111/jcal.12362
• Brevik, Lisbeth M. (2019). PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 978-82-15-03074-6.  Chapter 10.  s 207 - 228 Full text in Research Archive.
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Lund, Andreas & Strømme Aanesland, Torunn (2019). Transformative Agency in Teacher Education: Fostering Professional Digital Competence. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  86 . doi: 10.1016/j.tate.2019.07.005 Full text in Research Archive.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 978-82-15-03074-6.  Chapter 20.  s 418 - 440 Full text in Research Archive.
• Brevik, Lisbeth M.; Gunnulfsen, Ann Elisabeth & Renzulli, Joseph (2018). Student teachers’ practice and experience with differentiated instruction for students with higher learning potential. Teaching and Teacher Education : An International Journal of Research and Studies.  ISSN 0742-051X.  71, s 34- 45 . doi: 10.1016/j.tate.2017.12.003 Full text in Research Archive. Show summary

  This article presents a qualitative study concerning student teachers’ understanding of differentiation for high-achieving secondary school students. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential.

• Brevik, Lisbeth M. & Hellekjær, Glenn Ole (2018). Outliers: Upper Secondary School Students Who Read Better in the L2 than in L1. International Journal of Educational Research.  ISSN 0883-0355.  89, s 80- 91 . doi: 10.1016/j.ijer.2017.10.001 Full text in Research Archive. Show summary

  This study analyses reading proficiency, strategy use, and interest in English as the second language (L2) of 463 upper secondary students (16/17-year-olds). They were identified among a national sample of 10,331 students and labelled ‘Outliers’ due to their unusual combination of being poor readers in L1, but good readers in L2. Further analysis showed that the Outliers use relevant reading strategies and report high interest in L2. The largest group was boys in vocational programmes, a group with a high dropout rate internationally. The findings challenge key assumptions about poor readers in L1 also being poor readers in L2, while at the same time adding to studies on the importance of gender and interest for reading comprehension.

• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2018). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism.  ISSN 1367-0050.  s 1- 18 . doi: 10.1080/13670050.2018.1472206 Full text in Research Archive. Show summary

  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.

• Brevik, Lisbeth M. (2017). Strategies and shoes: Can we ever have enough? Teaching and using reading comprehension strategies in general and vocational programmes. Scandinavian Journal of Educational Research.  ISSN 0031-3831.  61(1), s 76- 94 . doi: https://doi.org/10.1080/00313831.2015.1075310 Show summary

  This qualitative study examines reading comprehension strategy use in English in upper secondary school one year after teachers participated in a professional development course. The data comprises observations, teacher narratives and student interviews. A key finding is that the teachers used a repertoire of strategies from the course, suggesting an impact of the course. A second finding was a clear difference between how students in general and vocational programmes used the strategies taught; the vocational students used them in ways that indicated their relevance to them as learners, while the students in general programmes did not. The findings also suggest how and why students employ strategies. The article discusses implications for strategy instruction and how to enhance the reading proficiency of adolescent readers.

• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2017). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X.  24(2), s 164- 184 . doi: https://doi.org/10.1080/0969594X.2016.1239611 Full text in Research Archive.
• Brevik, Lisbeth M. (2016). The Gaming Outliers: Does out-of-school gaming improve boys’ reading skills in English as a second language?, In Eyvind Elstad (ed.),  Educational Technology and Polycontextual Bridging.  Brill|Sense.  ISBN 978-94-6300-643-9.  Chapter 3.  s 39 - 61 Show summary

  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.

• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2016). Integrating assessment for learning in the teacher education programme at the University of Oslo. Assessment in education: Principles, Policy & Practice.  ISSN 0969-594X.  24(2), s 164- 184 . doi: 10.1080/0969594X.2016.1239611 Show summary

  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.

• Brevik, Lisbeth M. & Davies, Chris (2016). The potential of digital tools for enabling the observation of comprehension in the classroom. Nordic Journal of Digital Literacy.  ISSN 1891-943X.  10(2), s 101- 117 . doi: 10.18261/issn.1891-943x-2016-02-02 Full text in Research Archive.
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge.  ISSN 1504-9922.  10(2), s 212- 234 . doi: 10.5617/adno.2554 Full text in Research Archive.

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• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (ed.) (2020). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget.  ISBN 9788215032283.  244 s.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (ed.) (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.  ISBN 978-82-15-03074-6.  446 s.

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• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Dewilde, Joke (2021). Multilingualism as a Resource in English Writing Instruction: Opportunities and Obstacles in Five Linguistically Diverse Classrooms in Norway. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 329. Full text in Research Archive.
• Brevik, Lisbeth M. (2021). Innlegg om digital undervisning.
• Brevik, Lisbeth M. (2021). Invited talk: Students as co-researchers - connecting research and education.
• Brevik, Lisbeth M. (2021). Invited workshop: Mixed methods.
• Brevik, Lisbeth M. (2021). Invitert innlegg: Medforsking - bakgrunn, erfaringar, gevinstar.
• Brevik, Lisbeth M. (2021). Key note: Assessment in CLIL.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021, 19. mai). Hvordan skape et godt læringsmiljø med hybridundervisning?. [Internett].  HF:Studio.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021). Samtale: Hvordan tilrettelegge for hybrid undervisning.
• Brevik, Lisbeth M. & Holm, Thea (2021). Conference paper: Rethinking English instruction. Engaging vocational students in programming in the English subject.. Show summary

  New technologies in informal contexts out of school have considerable implications for language learning and teaching. In this presentation, we argue for the wealth of learning opportunities provided by connecting informal and formal English use and thereby engaging students in their learning. While studies have demonstrated positive relations between learners’ informal English use out of school and English proficiency (Sletten et al 2015; Sykes 2018), less is known about how English teachers connect students’ informal English use with more formal use of English in the classroom (Reinhardt and Thorne 2020; Sauro et al. 2020). As part of the research project Vocational and General students'EE Use of English in and out of school (VOGUE), this study investigates the significance of such connections by examining language practices and student engagement in two vocational English classes in Norway (16–17 years) taught by the same teacher, where vocational students were learning English during a technology-based project. Data are drawn from three weeks of fieldwork and include observation data collected in school (video and screen recordings, student texts and teacher interview) as well as data collected outside of school (student language logs and screen recordings at home). Including data across contexts provided a unique analytical opportunity to compare information about how students actually used English in the informal context outside of school, and compare this with their English use in the more formal classroom context. We found that informal and formal language use was connected in two ways: (1) the teacher created affinity spaces in the L2 English classroom that were modelled on affinity spaces out of school in order to create student engagement; and (2) in these affinity spaces, students drew extensively on their informal English use. Implications include the importance of understanding students’ informal language use to rethink their teaching practices.

• Brevik, Lisbeth M. & Slåen, Åshild (2021, 17. mars). Om gaming og språkbevissthet. [Radio].  NRK kulturnytt.
• Brevik, Lisbeth M.; Toraman, Sinem; Smith, Michelle C. Howell; Guetterman, Timothy C.; Johnson, Burke R. & Plano Clark, Vicki L. (2021). Invited mentor: How to Convey the Methodology of Mixed Methods Research in Conference Proposals (invited session).
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, I:  Fortellinger om flukt.  Universitetsforlaget.  ISBN 9788215047614.  Forord.
• Bakken, Jonas; Brevik, Lisbeth M. & Aashamar, Peter Nicolai (2020). Myter om læreboka. Utdanningsnytt.no.
• Brevik, Lisbeth M. (2020). Conference paper (peer reviewed): Emergent Multiphase Design: A Fully Integrated Approach in the Context of Language Research in Education. Show summary

  This paper proposes that the emergent multiphase design can be conceptualized as an integrated mixed methods (MM) approach for conducting language research. Although MM designs can be planned in advance, changes can arise during the course of a study, thereby allowing for an emergent design. The multiphase aspect of the design allows researchers to attend to integrated analyses in a stepwise fashion, where each phase influences the next and where some decisions can be made during the research process. This design is particularly relevant for the exploration of unexpected outcomes, and this paper focuses on such outcomes concerning students’ use of English as a second language outside school, their English proficiency, and the status of English in their youth culture.

• Brevik, Lisbeth M. (2020). Innlegg: Gutter, gaming og lesing.
• Brevik, Lisbeth M. (2020). Innlegg: Om å lære å lære i Fagfornyelsen.
• Brevik, Lisbeth M. (2020). Invited talk: Tensions and problematic situations when securing informed consent​ in and outside of school (postponed due to Covid19).
• Brevik, Lisbeth M. (2020). Invitert innlegg. Erfaringer med digital undervisning.
• Brevik, Lisbeth M. (2020). Invitert innlegg: Erfaringer med digital undervisning: hva fungerer og hva kan forbedres..
• Brevik, Lisbeth M. (2020). Invitert kommentar: Nordisk perspektiv på faglighet i engelsk (utsatt pga Covid19).
• Brevik, Lisbeth M. (2020). Utdanningsprisen 2020: Studenter som medforskere. Hvordan involvere masterstudenter i forskningsprosjekter og som medforfattere?.
• Brevik, Lisbeth M. (2020). Webinar: Struktur, helhet og sammenheng i Canvas..
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2020). Hvordan involvere studenter i forskning? Diskusjon med et utvalg av UiOs meritterte undervisere..
• Brevik, Lisbeth M.; Doetjes, Gerke; Bakken, Jonas; Baran, Mukadder; Beiler, Ingrid Rodrick; Brkan-Musad, Altijana; Buchholtz, Nils; Hartvigsen, Kirsten Marie; Ødegaard, Marianne & Aashamar, Peter Nicolai (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet).. Full text in Research Archive.
• Brevik, Lisbeth M.; Flognfeldt, Mona Evelyn & Beiler, Ingrid Rodrick (2020). Livsmestring, mangfold, relevans. Engelskfaget etter fagfornyelsen. Bedre Skole.  ISSN 0802-183X.  (1), s 46- 51
• Brevik, Lisbeth M.; Flognfeldt, Mona Evelyn; Ronæs, Mary Ann; Bech, Kristin; Ahmadian, Shilan & Holm, Thea (2020). Invitert innlegg: Faglig frokost. Hva er nytt i det nye engelskfaget? Livsmestring - Mangfold - Relevans.
• Brevik, Lisbeth M.; Holm, Thea & Christensen, Lina (2020, 23. juni). Hun lar studentene delta i forskningen: – Svært ettertraktet i arbeidslivet. [Fagblad].  Forskerforum.
• Brevik, Lisbeth M.; Larsen, Christiane Jordheim; Stang, Bendik & Wetås, Åse (2020, 22. mai). Dataspel er ei engelskspråkleg verd.  Dag og Tid.
• Brevik, Lisbeth M. & Myhre, Torunn (2020, 12. april). Språkbruk i engelsktimer. [Radio].  NRK Språkteigen.
• 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.

• Holm, Thea & Brevik, Lisbeth M. (2020). MA thesis: Connecting English learning in and out of school. Teacher beliefs, student perspectives and bridging activities in the English classroom.
• Hvalstad, Mette Brenno; Brevik, Lisbeth M. & Dalland, Cecilie (2020). MA thesis: Effective feedback in English lessons in Norway. A video study of feedback practices in seven lower secondary classrooms.
• Hvalstad, Mette & Brevik, Lisbeth M. (2020). Læringsfremmende tilbakemeldinger i engelsktimer. Bedre Skole.  ISSN 0802-183X.  (4), s 76- 81
• Larsen, Sanne; Qvortrup, Ane; Klitgård, Ida; Brevik, Lisbeth M.; Jensen, Kim Ebensgaard; Tyberg, Emil; Thom, Julie Rørdam & Grønvold, Mette (2020). Faglighed i gymnasiet. Engelsk. Delrapport 5. Gymnasiepædagogik. 5. Show summary

  I denne rapport præsenterer Syddansk Universitet og den af ministeriet nedsatte ekspertgruppe resultaterne fra en undersøgelse af den faglige udvikling inden for faget engelsk i det almene gymnasium (stx) i perioden 1981-2018. Dette er delrapport 5, som består af et resume og undersøgelsen. Baggrunden for undersøgelsen er Børne- og Undervisningsministeriets ønske om at få solid viden om udviklingen og niveauet i elevernes faglighed samt at etablere et grundlag for at følge fagligheden på de gymnasiale uddannelser fremover.

• Olafsrud, Annie Karoline & Brevik, Lisbeth M. (2020). Utvikling av skrivekompetanse i engelsk. Bedre Skole.  ISSN 0802-183X.  (3), s 86- 91
• Øvereng, Kjersti S; Brevik, Lisbeth M. & Ahmadian, Shilan (2020). MA thesis: The Gender Asymmetry Supported by the Teachers. An observational research of genders in English lessons regarding authentic text discourse in seven lower secondary schools.
• Ahmadian, Shilan; Brevik, Lisbeth M. & Sundqvist, Pia (2019). Jentene bruker engelsk til å snakke om fag - guttene bruker engelsk til alt mulig. Bedre Skole.  ISSN 0802-183X.  (3), s 82- 87
• Brevik, Lisbeth M. (2019). Conference paper: The Role of Interest in Developing L2 Readers as Individuals.
• Brevik, Lisbeth M. (2019). Invited talk: Gamers, Surfers and Social Media Users. The role of interest in English language learning and teaching. Show summary

  Adolescents engage extensively – and voluntarily – in textual encounters outside of school for online gaming, surfing the Internet, social media use or other activities where they use English as their main language of communication. In this course, I show that it can lead to improved English competence and discuss how to bring the English competence that students develop outside of school into the classroom.

• Brevik, Lisbeth M. (2019). Invitert innlegg: Engelsk i Fagfornyelsen. Språkbevissthet og identitetsutvikling i den virtuelle og virkelige verden​..
• Brevik, Lisbeth M. (2019). Invitert innlegg: Fagfornyelsen – Overordnet del. Kompetansebegrepet, kjerneelementer, dybdelæring, lære å lære.
• Brevik, Lisbeth M. (2019). Invitert innlegg: Gutter, gaming og lesing.
• Brevik, Lisbeth M. (2019). Invitert innlegg: Masterstudenter som forskere.
• Brevik, Lisbeth M. (2019). Invitert innlegg: Mixed Methods i kvalifisering til førstelektor.
• Brevik, Lisbeth M. (2019, 15. mars). Ungdom som spiller dataspill, surfer på nettet og bruker sosiale medier leser engelsk bedre enn norsk.. [Radio].  NRK Nyhetsmorgen (01:50:00-01:54:30).
• Brevik, Lisbeth M.; Ahmadian, Shilan & Grydeland, Anders (2019, 28. august). Intervju: Engelsk på yrkesfag. [Internett].  Yrkesfagpodden.
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2019). Engelsk og onlinespill. Bedre Skole.  ISSN 0802-183X.  (2), s 67- 71
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2019). Ungdom som spiller mye dataspill, blir bedre i engelsk. Utdanningsnytt.no.
• Brevik, Lisbeth M. & Landsverk, Johanne (2019, 30. oktober). Hvordan får du tid til å forske?. [Fagblad].  Forskerforum.
• Brevik, Lisbeth M. & Myhre, Torunn (2019, 08. februar). Dataspill og engelsk. [Radio].  NRK Språkteigen.
• Brevik, Lisbeth M. & Skram, Vilde Mathilde (2019). Invitert innlegg: Varierte vurderingsformer på masteremne. Hvordan formativ of summativ vurdering kan spille sammen for å skape god læring og rettferdig vurdering. Erfaringer fra masteremnet EDID4001 English Quality Teaching..
• Brevik, Lisbeth M.; Skram, Vilde Mathilde; Kristiansen, Eirin & Bore, Inger-Lise (2019, 09. april). #13 Den om medforskning som vurderingsform. [Radio].  NOKUT-podden.
• Brevik, Lisbeth M. & Stranden, Anne Lise (2019, 21. mars). Fantasy, online-spill og Netflix gjør unge bedre i engelsk. [Internett].  Forskning.no.
• Brevik, Lisbeth M.; Tengberg, Michael & Ekstrom, Linda (2019). Disse lesestrategiene kan hjelpe elever til å forstå tekster de ellers ikke ville forstått. Utdanningsnytt.no.
• Brevik, Lisbeth M.; Tengberg, Michael & Ekstrom, Linda (2019). Lesestrategier – en kunnskapsoversikt. Bedre Skole.  ISSN 0802-183X.  1, s 62- 69
• Ekstrom, Linda; Brevik, Lisbeth M.; Tengberg, Michael & Skolforskningsinstitutet, Sverige (red.) (2019). Läsförståelse och undervisning om lässtrategier. Systematisk översikt 2019:02.
• Gulbrandsen, Øystein & Brevik, Lisbeth M. (2019). MA thesis: Strategic reading and text media in L2 English classrooms.
• Olafsrud, Annie & Brevik, Lisbeth M. (2019). MA thesis: Extended writing opportunities in English. A study of opportunities, discourses and scaffolding of writing in English in lower secondary classrooms.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). Introduction, In Ulrikke Elisabeth Rindal & Lisbeth M. Brevik (ed.),  English didactics in Norway - 30 years of doctoral research.  Universitetsforlaget.  ISBN 978-82-15-03074-6.  Introduction.  s 9 - 15
• 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.

• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole.  ISSN 0802-183X.  (3), s 31- 35
• Ahmadian, Shilan; Brevik, Lisbeth M. & Sundqvist, Pia (2018). MA thesis: Girls in vocational studies: The academic voices in the classroom. A comparison of vocational girls’ use of English in and out of school.
• Brevik, Lisbeth M. (2018). Conference paper: Reading Comprehension Strategy Use and Instruction in English as a Second Language Classrooms..
• Brevik, Lisbeth M. (2018). Conference paper: The Emergent Multiphase Design: Using mixed methods research to consider the status of English in Norway..
• Brevik, Lisbeth M. (2018). Conference paper: The Mixed Methods Emergent Multiphase Design.
• Brevik, Lisbeth M. (2018). Gamers, surfers and social media users: The role of interest to prevent dropout, In Gert Larsen (ed.),  The COURAGE project - Handbook 2018.  EU Erasmus+.  ISBN 9788798375197.  Lead article.  s 10 - 13
• Brevik, Lisbeth M. (2018). Invited talk: The Washington University Foreign Language Learning Colloquium Speaker Series How teachers teach and readers read: Developing reading comprehension in English in Norwegian upper secondary school. Show summary

  This talk will address adolescent readers as individuals in order to explain variance in L2 reading models and theories (Bernhardt, 2011). In her doctoral work, Brevik collected data on L2 reading from secondary school students across Norway; observing classroom instruction and use of reading comprehension strategies, interviewing teachers and their students, and investigating a group of students labelled “outliers” due to their extreme scores on national reading tests. Her work specifically addresses the characteristics of the outliers as good L2 readers but poor L1 readers, and identified three learner profiles; the gamer, the surfer, and the social media user. This research has implications for reading instruction in countries where English is an additional language, and where English is the majority language (e.g, US, UK).

• Brevik, Lisbeth M. (2018). Invited workshop: The Washington University Foreign Language Learning Colloquium Speaker Series presents Making implicit practices explicit: Developing reading comprehension strategy instruction in the English classroom.
• Brevik, Lisbeth M. (2018). Key note: Gamers, surfers and social media users: The role of interest to prevent dropout.
• Brevik, Lisbeth M. & Davies, Chris (2018). Open seminar Kellogg College: Digital Technologies: the Lives and Learning of Young People.
• Brevik, Lisbeth M. & Helness, Hildegunn Lahlum (2018). Engelsk VG1: Nye læringsstøttende prøver. Bedre Skole.  ISSN 0802-183X.  (2), s 48- 53 Show summary

  Nye læringsstøttende prøver i engelsk gjør det mulig å følge elevers utvikling gjennom det første året i videregående skole. Prøvene omfatter lesing, lytting og bruk av engelsk.

• Brevik, Lisbeth M. & Helness, Hildegunn Lahlum (2018). Følg elevens utvikling på VG1 med nye læringsstøttende prøver i engelsk. Utdanningsnytt.no.
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole.  ISSN 0802-183X.
• 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?.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?.
• Isaksen, Anja Ramfjord; Brevik, Lisbeth M. & Hellekjær, Glenn Ole (2018). MA thesis: Vocational students: Strategy use and motivation for reading in English. A quantitative study of self-reported comprehension strategy use and interest for reading.
• 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.
• Lund, Andreas; Strømme Aanesland, Torunn; Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2018). Conference paper: Transformative Agency in Teacher Education: Fostering Professional Digital Competence.
• Skarpaas, Kaja Granum & Brevik, Lisbeth M. (2018). Engelskfaget: Relevans som forutsetning for god yrkesretting. Bedre Skole.  ISSN 0802-183X.  (4)
• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2017). MA thesis: Diskusjon og demokrati. En videostudie av muligheter for diskusjon om samfunnsfaglige tema.
• Bentsen, Lisa; Brevik, Lisbeth M. & Hellekjær, Glenn Ole (2017). MA thesis: To teach, or not to teach grammar? Teachers' approaches to grammar teaching in lower secondary school.
• Brevik, Lisbeth M. (2017). Conference paper: Linking Instruction and Student Achievement to Reading in English L2.
• Brevik, Lisbeth M. (2017). Conference paper: The Multiphase Design - How Mixed Methods Research Adds Value to Research Projects.
• Brevik, Lisbeth M. (2017). Invited talk: Hva vet vi om god undervisning i lesing?.
• Brevik, Lisbeth M. (2017). Invited talk: Læringsfremmende tilbakemeldinger i engelsk.
• Brevik, Lisbeth M. (2017). Invited talk: The potential of digital tools for enabling the observation of comprehension in the secondary classroom.
• Brevik, Lisbeth M. (2017). Plenumsforedrag: Med yrkesfagseleven i sentrum.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Klette, Kirsti (2017). Conference paper: Instructional practices captured in video recorded classroom observations.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Klette, Kirsti (2017). Conference paper: The Quality of Feedback. Instructional practices captured in video recorded classroom observations.
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2017). Plenumsforedrag: Tre myter om elever på yrkesfag. Betydningen av å se elevenes helhetlige kompetanse.
• Brevik, Lisbeth M. & Johnson, Burke (2017). Conference paper: The Multiphase Design. How Mixed Methods Research Adds Value to Research Projects.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2017). Conference paper: The Quality of Oral Feedback in English Instruction.
• Brevik, Lisbeth M. & Rivrud, Kristin (2017, 10. januar). Guttene tar igjen jentene i engelsk lesing. [Radio].
• Brevik, Lisbeth M. & Rivrud, Kristin (2017, 10. januar). Guttene tar igjen jentene i engelsk lesing. Show summary

  PORSGRUNN (NRK): Ny studie av videregående elevers leseferdigheter i norsk og engelsk bekrefter betydningen av å sammenligne lesing av språkene. Det gjelder både i undervisning og forskning, mener forsker.

• Garvoll, Katharina Køber & Brevik, Lisbeth M. (2017). MA thesis: The Gamer, the Surfer and the Social Media Consumer. Vocational students' English use in and out of school.
• Hjeltnes, Ingrid; Brevik, Lisbeth M. & Klette, Kirsti (2017). Videoobservasjoner av engelskundervisning på ungdomstrinnet. Bedre Skole.  ISSN 0802-183X.  (1), s 70- 77
• 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.
• Idsøe, Ella Maria Cosmovici; Brevik, Lisbeth M. & Munkebye, Rune (2017, 27. oktober). Kan du være så smart at det er et problem på skolen?. [Radio].  NRK P2 - EKKO.
• Listuen, Sigrid Graedler; Brevik, Lisbeth M. & Hellekjær, Glenn Ole (2017). MA thesis: Teaching Culture in the English Classroom: A study of two lower secondary classrooms.
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2017). Conference paper: Characterizing the Quality of CLIL Instruction.
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2017). Conference paper: The Quality of CLIL Teaching.
• Pentrella, Martina Agnese; Dahl, Anne; Vulchanova, Mila Dimitrova & Brevik, Lisbeth M. (2017). MA thesis: Reading comprehension strategy use and motivation across the L1 and L2: Focusing on Norwegian poor L2 readers of English.
• Sagli, Sturla; Hellekjær, Glenn Ole & Brevik, Lisbeth M. (2017). MA thesis: Teachers' and students' perceptions of vocatoinal orientation in the English subject.
• Solberg, Mina; Brevik, Lisbeth M. & Luoto, Jennifer Maria (2017). «Færre elever i klasserommet gir ikke nødvendigvis bedre tilpasset engelskundervisning». Utdanningsnytt.no.
• Solberg, Mina; Brevik, Lisbeth M. & Luoto, Jennifer Maria (2017). MA thesis: The Differentiated English Classroom. Teachers' approaches to differentiated instruction in group lessons in lower secondary school.
• Solberg, Mina; Brevik, Lisbeth M. & Luoto, Jennifer Maria (2017). Om å differensiere engelskundervisningen. Bedre Skole.  ISSN 0802-183X.  (2), s 70- 75
• Brevik, Lisbeth M. (2016). Conference symposium: How can we educate future English teachers for developing reading proficiency among students in general and vocational studies?. Show summary

  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.

• Brevik, Lisbeth M. (2016). Conference symposium: Integrating assessment for learning in the teacher education programme at the University of Oslo.
• Brevik, Lisbeth M. (2016). Invited talk: Hva kjennetegner kvalitet i engelskundervisningen? Koding av video-observerte engelsktimer ved norske ungdomsskoler (9. trinn).
• Brevik, Lisbeth M. (2016). Invited talk: Online gaming and English skills in Norway.
• Brevik, Lisbeth M. (2016). Key Note: Strategies and shoes – Can we ever have enough? Teaching and using reading comprehension strategies.
• Brevik, Lisbeth M. (2016). «Tre myter om engelsk på yrkesfag bør nyanseres». Utdanningsnytt.no.
• Brevik, Lisbeth M. (2016). Tre myter om engelsk på yrkesfag. Betydningen av å se elevenes helhetlige kompetanse. Bedre Skole.  ISSN 0802-183X.  (2), s 82- 88 Show summary

  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 primært 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 lære på skolen. Disse mytene bør nyanseres.

• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2016). Conference paper: Integrating assessment for learning in the teacher education programme at the University of Oslo.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Engelien, Kirsti Lyngvær (2016). Conference symposium: Integrating assessment for learning in the teacher education programme at the University of Oslo..
• Brevik, Lisbeth M. & Fosse, Britt Oda (2016). Lærerutdanning i det 21. århundre : tradisjoner, utfordringer og endringer. Acta Didactica Norge.  ISSN 1504-9922.  10(2), s 1- 10
• Brevik, Lisbeth M. & Ingebrigtsen, Tom (2016, 29. januar). Medieoppslag: Dataspillere blir gode i engelsk. [TV].  NRK Nyheter (tid 09:20-11:10).
• Brevik, Lisbeth M. & Ingebrigtsen, Tom (2016, 29. januar). Medieoppslag: Dataspillere blir gode i engelsk. [Radio].  P2 Nyhetsmorgen (tid 0:29:00-0:35:12).
• Brevik, Lisbeth M.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations. Show summary

  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.

• Brevik, Lisbeth M.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations..
• Brevik, Lisbeth M. & Mahan, Karina Rose (2016). Conference paper: Linking instruction and student achievement to reading in English as a second language.
• Brevik, Lisbeth M. & Mellingsæter, Hanne (2016, 10. desember). Medieoppslag: Jenter gjør det bedre enn gutter. Men når 16-åringene leser på engelsk, er det nesten ingen forskjell..  Aftenposten.

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