Our latest publications

• Brevik, Lisbeth M.; Garvoll, Katharina Køber & Ahmadian, Shilan (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 7.
• 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.
• Rindal, Ulrikke Elisabeth & Ianuzzi, Manuela (2020). Pronunciation. Accent, identity and intelligibility, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 5.
• 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 8.
• Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2020). Digital English Competence. Innovative and ordinary use, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 2.
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Isaksen, Anja Ramfjord (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.
• Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2020). Strategic readers of L2 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.
• Rindal, Ulrikke Elisabeth; Beiler, Ingrid Rodrick & Listuen, Sigrid Graedler (2020). Intercultural competence and cultural identities, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 9.
• Rindal, Ulrikke Elisabeth (2020). English in Norway. A language and a school subject in transition, In Lisbeth M. Brevik & Ulrikke Elisabeth Rindal (ed.),  Teaching English in Norwegian classrooms: From research to practice.  Universitetsforlaget.  ISBN 9788215032283.  Chapter 1.
• 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.
• Tondeur, Jo; Scherer, Ronny; Siddiq, Fazilat & Baran, Evrim (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a mixed-method study. Educational technology research and development.  ISSN 1042-1629. . doi: 10.1007/s11423-019-09692-1
• Simensen, Aud Marit (2019). A note on changing attitudes to linguistic errors in learner Language in English teaching in Norway, In Ari Huhta; Gudrun Erickson & Neus Figueras (ed.),  Developments in Language Education: A Memorial Volume in Honour of Sauli Takala.  EALTA & University of Jyväskylä.  ISBN 978-95139-7747-4.  Artikkel.  s 271 - 277
• Vennebo, Kirsten Foshaug & Aas, Marit (2019). Leading professional group discussions: a challenge for principals?. International Journal of Leadership in Education.  ISSN 1360-3124.  s 1- 15 . doi: 10.1080/13603124.2018.1562099
• Hammerness, Karen; Klette, Kirsti; Jenset, Inga Staal & Canrinus, Esther Tamara (2019). Opportunities to study, practice and rehearse teaching in teacher preparation: An international perspective.. Teachers College Record.  ISSN 0161-4681.
• Hall, Jeffrey Brooks (2019). Rettslig styring og rettsligjøring av grunnopplæringen - konsekvenser for skoleledere som juridiske aktører, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  3.  s 39 - 55
• Gilje, Øystein (2019). Expanding educational chronotopes with personal digital devices. Learning, Culture and Social Interaction.  ISSN 2210-6561.  21, s 151- 160 . doi: 10.1016/j.lcsi.2019.03.002
• Tusiime, Wycliff Edwin; Johannesen, Monica & Gudmundsdottir, Greta Björk (2019). The Dilemma of Teaching with Digital Technologies in Developing Countries: Experiences of Art and Design Teacher Educators in Uganda. Nordic Journal of Comparative and International Education (NJCIE).  ISSN 2535-4051.  3(2), s 55- 71 . doi: 10.7577/njcie.3313 Show summary

  This case study explores how teacher educators use digital technologies in teaching Art and Design (A&D) in a developing country. It uses semi-structured interviews and non-participant observations to gather qual-itative data from teacher educators at two teacher training institutions in central Uganda. To understand the actual use of technologies by teacher educators in the A&D classroom, analysis of the data employed con-cepts from van Dijk’s resources and appropriation theory (RAT) and Mishra and Koehler’sTPACK frame-work. The findings indicate that low digital competence among teacher educators and insufficient access to appropriate hardware, software and the Internet means that A&D teacher educators in Uganda only oc-casionally use digital technologies in the classroom. Instead, teacher educators use non-professional soft-ware such as Microsoft Office to teach Art and Design subjects. The findings further confirm teacher edu-cators’ limited awareness of the relationship between technology, pedagogy and content knowledge in the Art and Design classroom. Insufficient access to adequate digital resources, skills and knowledge explains the low creative use of digital technologies in teaching A&D lessons.

• Jensen, Ruth (2019). Bruken av pedagogiske verktøy i skolelederutdanning - eksempler fra to utdanningskontekster, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  11.  s 179 - 194
• Ottesen, Eli; Karseth, Berit & Jensen, Ruth (2019). Styring og ledelse i grunnopplæringen - spenninger og dynamikker, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  Kapittel 13.  s 211 - 218
• Lund, Andreas; Furberg, Anniken Larsen & Gudmundsdottir, Greta Björk (2019). Expanding and Embedding Digital Literacies: Transformative Agency in Education. Media and Communication.  ISSN 2183-2439.  7(2), s 47- 58 . doi: http://dx.doi.org/10.17645/mac.v7i2.1880
• Sandvik, Lise Vikan; Solhaug, Trond; Lejonberg, Eli; Elstad, Eyvind & Christophersen, Knut-Andreas (2019). School mentors’ perceived integration into teacher education programmes. Professional Development in Education.  ISSN 1941-5257.  s 1- 16 . doi: 10.1080/19415257.2019.1623286
• Canrinus, Esther Tamara; Klette, Kirsti & Hammerness, Karen (2019). Diversity in coherence: Strengths and opportunities of three programs. Journal of Teacher Education.  ISSN 0022-4871.  70(3), s 192- 205 . doi: 10.1177/0022487117737305
• Bakken, Jonas (2019). Monologiske miljødialoger – Ole Mathismoen og Jenny Jordahls tegneserie Grønne greier. Sakprosa.  ISSN 1891-5108.  11(3) . doi: http://dx.doi.org/10.5617/sakprosa.6536
• Buchholtz, Nils & Schorcht, Sebastian (2019). Welche Überzeugungen haben Lehramtsstudierende zur Geschichte der Mathematik? - Ergebnisse der Studie ÜberLeGMa. mathematica didactica.  ISSN 0172-8407.  42(1), s 67- 85
• Vanslambrouck, Silke; Zhu, Chang; Pynoo, Bram; Lombaerts, Koen; Tondeur, Jo & Scherer, Ronny (2019). A latent profile analysis of adult students' online self-regulation in blended learning environments. Computers in Human Behavior.  ISSN 0747-5632. . doi: 10.1016/j.chb.2019.05.021
• Mausethagen, Sølvi; Prøitz, Tine Sophie & Skedsmo, Guri (2019). School leadership in data use practices: collegial and consensus-oriented. Educational Research.  ISSN 0013-1881.  61(1), s 70- 86 . doi: 10.1080/00131881.2018.1561201
• Elstad, Eyvind; Lejonberg, Eli & Christophersen, Knut-Andreas (2019). Policy Mediated through Subject Matter Contexts: Antecedents of Subject-Bound Differences in Teachers’ Perceptions of Collaboration across Subjects. International Journal of Learning, Teaching and Educational Research.  ISSN 1694-2116.  18(4), s 1- 16
• 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. . doi: 10.1007/s11145-019-09951-w
• Vold, Eva Thue (2019). L'atténuation à travers les langues et les disciplines: une approche plurilingue et interculturelle pour enseigner la rédaction scientifique dans des contextes multiculturels., I: Birgit Huemer; Eve Lejot & Katrien Deroey (red.),  Academic writing across languages: multilingual and contrastive approaches in higher education.  Böhlau.  ISBN 978-3-205-20705-4.  Kap. 3.  s 79 - 102
• Buchholtz, Nils (2019). Planning and Conducting Mixed Methods Studies in Mathematics Educational Research, In Gabriele Kaiser (ed.),  Compendium for Early Career Researchers in Mathematics Education.  Springer.  ISBN 978-3-030-15635-0.  6.  s 131 - 152
• Tusiime, Wycliff Edwin; Johannesen, Monica & Gudmundsdottir, Greta Björk (2019). Developing Teachers’ Digital Competence: Approaches for Art and Design Teacher Educators in Uganda. ijEDict - International Journal of Education and Development using Information and Communication Technology.  ISSN 1814-0556.  15(1), s 147- 163 Show summary

  The aim of this study is to establish an in-depth understanding of how art and design teacher educators (TEs) develop digital competences in teacher training institutions in Uganda. The study utilizes perspectives from Jan van Dijk’s resources and appropriation theory as a conceptual lens to understand how art and design TEs develop digital competence for teaching in Uganda. Based on a case study design, semi-structured interviews and non-participant observations were employed to gather qualitative data from twenty-four informants who were purposively selected. The informants included ten TEs, ten teacher trainees and four administrators from two teacher training institutions in central Uganda. The findings indicate that art and design TEs develop digital competence through formal approaches, such as continuous professional development and pre-service training, and informal approaches, such as collaboration, self-teaching and repetition. The empirical findings contribute to the existing body of knowledge and provide an understanding of the development of teachers’ digital competence in Uganda.

• Scherer, Ronny & Siddiq, Fazilat (2019). The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis. Computers & Education.  ISSN 0360-1315.  138, s 13- 32 . doi: 10.1016/j.compedu.2019.04.011
• Brandmo, Christian; Tiplic, Dijana & Elstad, Eyvind (2019). Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership. International Journal of Leadership in Education.  ISSN 1360-3124.  s 1- 20 . doi: 10.1080/13603124.2019.1580773 Show summary

  Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals’ feedback for department heads, department heads’ trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads’ self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedbackbased school leadership is positively related to department heads’ self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads’ mentoring self-efficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads’ selfefficacy, perceived job autonomy, and role clarity.

• Siddiq, Fazilat & Scherer, Ronny (2019). Is there a gender gap? A meta-analysis of the gender differences in students' ICT literacy. Educational Research Review.  ISSN 1747-938X.  27, s 205- 217 . doi: 10.1016/j.edurev.2019.03.007
• Gilje, Øystein & Silseth, Kenneth (2019). Unpacking FIFA play as text and action in literacy practices in and out of school. Learning, Media & Technology.  ISSN 1743-9884. . doi: 10.1080/17439884.2018.1563105
• Gunnulfsen, Ann Elisabeth & Jacobsen, Hilde Marie Madsø (2019). Gunnulfsen, A. E., & Jacobsen, H. M. M. (2019). Bidrag til et mer motiverende ungdomstrinn?. Norsk pedagogisk tidsskrift, 103(01), 29-41.. Norsk pedagogisk tidsskrift.  ISSN 0029-2052.  103(1), s 29- 41
• Prøitz, Tine Sophie; Mausethagen, Sølvi & Skedsmo, Guri (2019). District administrators’ governing styles in the enactment of data-use practices. International Journal of Leadership in Education.  ISSN 1360-3124. . doi: 10.1080/13603124.2018.1562097 Show summary

  This study focus on how administrators in districts approach data and data use in education differently. Based on data material from local policy documents, interviews with district administrators and observations from meetings with district administrators, school leaders and teachers, we reveal how different views on learning outcomes manifest in language use and choice of influence attempts, calling for greater consideration and awareness of the role of local authority in education. Our analysis shows how policy goals, as defined in key policy documents, are transformed and adapted into varied local governing styles – sometimes shifting the focus of primary goals in another direction, and at other times enhancing and extending the goals.

• Brevik, Lisbeth M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning.  ISSN 0266-4909.  s 1- 12 . doi: 10.1111/jcal.12362
• Scherer, Ronny & Teo, Timothy (2019). Unpacking teachers' intentions to integrate technology: A meta-analysis. Educational Research Review.  ISSN 1747-938X.  27, s 90- 109 . doi: 10.1016/j.edurev.2019.03.001
• Tondeur, Jo; Scherer, Ronny; Baran, Evrim; Siddiq, Fazilat; Valtonen, Teemu & Sointu, Erkko (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology.  ISSN 0007-1013. . doi: 10.1111/bjet.12748
• Sjøberg, Svein (2019). The PISA-syndrome – How the OECD has hijacked the way we perceive pupils, schools and education. Confero: Essays on Education, Philosophy and Politics.  ISSN 2001-4562.  7(1), s 12- 65 . doi: 10.3384/confero.2001-4562.190125
• Throndsen, Inger & Hatlevik, Ove Edvard (2019). Elevenes skoleprestasjoner sett i lys av IKT-bruk på fritiden. Nordic Studies in Education.  ISSN 1891-5914.  39(1), s 5- 23 . doi: 10.18261/issn.1891-2019-01-02
• Sundqvist, Pia (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology.  ISSN 1094-3501.  23(1), s 87- 113 . doi: 10125/44674
• Nortvedt, Guri A.; Wiese, Eline F.; Skedsmo, Guri; Nayir, Funda; Gloppen, Silje Kristin; Brown, Martin D.; Burns, Denise; McNamara, Gerry & O'Hara, Joe (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research.  ISSN 2528-8911.  (79), s 39- 69 . doi: 10.14689/ejer.2019.79.3
• Doetjes, Gerke (2019). Fransk, spansk og tysk i ungdomsskolen etter Kunnskapsløftet: styrket eller ikke?. Nordic Journal of Modern Language Methodology.  ISSN 1894-2245.  2018(2), s 28- 56
• Dalland, Cecilie; Klette, Kirsti & Svenkerud, Sigrun (2019). Video studies and the challenge of selecting time scales. International Journal of Research & Method in Education.  ISSN 1743-727X.  s 1- 13 . doi: 10.1080/1743727X.2018.1563062
• Sjøberg, Svein (2019). Global Educational Governance by standardization, rankings, comparisons and “successful” examples, In Roman Langer & Thomas Brüsemeister (ed.),  Handbuch Educational Governance Theorien.  Springer.  ISBN 9783658222369.  Kapittel.  s 653 - 690
• Roås, Sissel E. & Siljan, Henriette Hogga (2019). Skrive- og leseopplæring i det digitale klasserommet, I: Tor Arne Wølner; Kåre Kverndokken; Mette Moe & Henriette Hogga Siljan (red.),  101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse..  Fagbokforlaget.  ISBN 9788245025354.  Kapittel 7.  s 125 - 146
• Moe, Mette & Siljan, Henriette Hogga (2019). Nettbrett og novelle i norskfaget. Om nettbrett som ditigalt redskap i litteraturundervisningen, I: Tor Arne Wølner; Kåre Kverndokken; Mette Moe & Henriette Hogga Siljan (red.),  101 digitale grep – en didaktikk for profesjonsfaglig digital kompetanse..  Fagbokforlaget.  ISBN 9788245025354.  Kapittel 5.  s 79 - 96
• Gilje, Øystein (2019). Multimodality, moving images and aesthetics, In Elise Seip Tønnessen & Frida Forsgren (ed.),  Multimodality and Aesthetics.  Routledge.  ISBN 9781138103511.  14.  s 237 - 249
• Jornet, Alfredo (2019). Experience as Emerging Concept in Contemporary Learning Sciences, In Michael A. Peters (ed.),  Encyclopedia of Educational Philosophy and Theory.  Springer.  ISBN 978-981-287-532-7.  E.  s 1 - 5

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• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (ed.) (2020). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget.  ISBN 9788215032283.  200 s.
• Frøyland, Merethe & Remmen, Kari Beate (2019). Utvidet klasserom i naturfag. Universitetsforlaget.  ISBN 9788215027197.  192 s.
• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Styring og ledelse i grunnutdanningen. Spenninger og dynamikker.. Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  223 s.
• Henry, Alastair; Sundqvist, Pia & Thorsen, Cecilia (2019). Motivational Practice: Insights from the Classroom. Studentlitteratur AB.  ISBN 978-91-44-11848-2.  329 s.

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• Beiler, Ingrid Rodrick & Dewilde, Joke (2019). Translation as Translingual Writing Practice in English as an Additional Language - ISB.
• Dewilde, Joke (2019). How bilingual teachers challenge and enforce prevailing language ideologies. Show summary

  In Norwegian language education policies, there are clear hierarchical differences between different minority languages, the indigenous language of the Sami being at the top and the languages of newer minorities at the bottom. According to the Education Act, students from newer minorities are only entitled to subject teaching in their mother tongue as long as their skills in Norwegian are insufficiently developed to follow mainstream teaching in Norwegian. This paper addresses some of the consequences from the point of view of bilingual migrant teachers responsible for the teaching of newly arrived students from the same linguistic background during this transition phase. The empirical starting point is a qualitative case study of two bilingual migrant teachers and their collaboration with subject teachers in Norwegian mainstream school (Dewilde, 2013). More precisely, the two teachers were shadowed during their working day over a period of three months. This meant participant observing of their teaching, while continuously reflecting upon the challenges and possibilities they encountered while teaching small groups of newly arrived students across different grades and school subjects. In line with critical sociolinguistic understandings of language as social constructions and language users as social agents (Blackledge & Creese, 2010), I will describe and interpret how the bilingual teachers related to traditional ideologies of bilingualism and bilingual education in their local contexts, sometimes challenging entrenched ideologies and at other times reinforcing them. I will argue that dynamic understandings of multilingualism in education have the potential of challenging a strict separation between subjects and teacher responsibilities, creating complementing rather than competing collaborative relationships between bilingual teachers and their subject colleagues.

• Pettersen, Andreas (2019). Towards competency-oriented mathematics education. An investigation of task demands and teachers' knowledge of task demands from a competency perspective..
• Beiler, Ingrid Rodrick (2019). Quality from participant perspectives: A case of inclusion in multilingual classrooms.
• Throndsen, Inger; Carlsten, Tone Cecilie & Björnsson, Julius Kristjan (2019). TALIS 2018 - Første hovedfunn fra ungdomstrinnet.
• Jensen, Ruth; Karseth, Berit & Ottesen, Eli (2019). Ledelse og styring i grunnopplæringen - spenninger og dynamikker, I:  Styring og ledelse i grunnutdanningen. Spenninger og dynamikker..  Cappelen Damm Akademisk.  ISBN 978-82-02-60554-4.  Kapittel 1.  s 13 - 20
• Engeness, Irina & Lund, Andreas (2019). The contribution of Piotr Galperin to the cultural-historical theory and implications for contemporary educational research and practice. Learning, Culture and Social Interaction.  ISSN 2210-6561. . doi: 10.1016/j.lcsi.2019.01.005
• Mathé, Nora Elise Hesby (2019). Preparing to teach democracy: Student teachers’ assessment of a democracy exercise in social studies teacher education.
• Mathé, Nora Elise Hesby & Sandahl, Johan (2019). Between the lifeworld and academia: Defining political issues in social science education.
• Mathé, Nora Elise Hesby (2019). PhD revisited: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation and Implications for Social Studies Education. Nordic Journal of Comparative and International Education (NJCIE).  ISSN 2535-4051.  3(1) . doi: https://doi.org/10.7577/njcie.3355
• Blikstad-Balas, Marte (2019). Using video as data, In Mike Lambert (ed.),  Practical Research Methods in Education: An Early Researcher’s Critical Guide.  Routledge.  ISBN 0815393563.  Chapter 5.
• Sjøberg, Svein (2019). Demokrati -- ikke noe for skolens naturfag?. Dagsavisen.  ISSN 1503-2892.
• 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.

• Blikstad-Balas, Marte (2019, 14. april). I desse dagar. Barn i en digital tidsalder.. [Radio].  NRK P2.
• 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..
• Blikstad-Balas, Marte; Marti, Kristin Torjesen & Tønnesson, Johan (2019). Den empatiske sakprosaen. Periskop.  ISSN 2535-7034.
• Mathé, Nora Elise Hesby (2019). Democracy and Politics in Upper Secondary Social Studies: Students’ Perceptions of Democracy, Politics, and Citizenship Preparation. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 301. Show summary

  This thesis comprises three articles and investigates students’ perceptions concerning the theme of democracy and politics in social studies in upper secondary school in Norway. It uses a multiple methods approach to study qualitative and quantitative aspects of students’ perceptions. Article I investigated 23 16-year-old students’ understanding of the concept of democracy, using focus groups. Article II investigated nine 16-year-old students’ perceptions of the concepts of politics and conceptions of the relationship between people and politics, using individual interviews. Article III investigated students’ perceptions of citizenship preparation in social studies and factors related to these, using a quantitative survey. The findings show that the students perceived ‘democracy’ and ‘politics’ both in terms of top-down and bottom-up perspectives. Moreover, the findings indicated that students perceived social studies as valuable in terms of preparing them for current and future citizenship and that their interests and aspects of instruction were associated with these perceptions. The findings are relevant for developing social studies education sensitive to students’ perspectives.

• Sjøberg, Svein (2019). Pisa-syndromet -- er det bedring i sikte?. FORM.  ISSN 0805-9144.  (2), s 14- 16
• Knain, Erik (2019). Utforskende arbeidsmåter og representasjoner.
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