Lisbeth M. Brevik

• Brevik, Lisbeth M. (2022). The Emergent Multiphase Design: Demonstrating a Fully Integrated Approach in the Context of Language Research in Education. I Onwuegbuzie, Anthony & Hitchcock, John H. (Red.), The Routledge Handbook for Advancing Integration in Mixed Methods Research. Routledge. ISSN 9781138361065.
• Brevik, Lisbeth M. & Holm, Thea (2022). Affinity and the classroom: informal and formal L2 learning . ELT Journal. ISSN 0951-0893.
• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Christiansen, Torgeir (2021). Skjermopptak som forskningsmetode i og utenfor klasserommet. I Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. Vis sammendrag

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2021). Mixed methods som forskningsdesign . I Andersson-Bakken, Emilia & Dalland, Cecilie Pedersen (Red.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. ISSN 9788215047508. Vis sammendrag

  Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse Emilia Ingegerd Andersson-Bakken (red.) Cecilie Dalland (red.) Skal du forske på noe av det som foregår i et klasserom, læreres undervisning eller elevers læring? Da står du overfor mange viktige valg. Metodemangfoldet er stort. I denne boken gis forskningsbaserte presentasjoner av forskningsdesign, datainnsamlings- og analysemåter. En rekke erfarne klasseromsforskere har skrevet om sampling, mixed methods, gjenbruk av kvalitative data, intervju, videostimulert intervju, observasjon, bruk av video i klasseromsforskning, spørreundersøkelser, intervensjon og skjermopptak som forskningsmetode i og utenfor klasserommet. Kapitlene omfatter også analyse av videodata, kategorisering og koding i intervju- og observasjonsforskning, innholdsanalyse og elevtekster som empirisk materiale i kvalitative studier. Bokens redaktører er Emilia Andersson-Bakken og Cecilie Dalland, begge førsteamanuenser ved Institutt for grunnskole- og faglærerutdanning, OsloMet. Øvrige bidragsytere er erfarne forskere: Jonas Bakken, Ingrid Rodrick Beiler, Tuva Bjørkvold, Elisabeth Bjørnstad, Marte Blikstad-Balas, Lisbeth M. Brevik, Torgeir Christiansen, Harald Eriksen, Tove Stjern Frønes, Silje Hølland, Kirsti Klette, Nora Elise Hesby Mathé, Andreas Pettersen, Ingvill Krogstad Svanes, Sigrun Svenkerud og Anne Kristin Øgreid.

• 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.
• 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. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Ahmadian, Shilan & Garvoll, Katharina Køber (2020). English use outside of school: Gamers, Surfers and Social Media Users . I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 190–216.
• Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches . I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 92–116.
• Brevik, Lisbeth M. & Lyngstad, Marit Elise (2020). The role of literature in the English classroom . I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 163–189.
• Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2020). Language and technology: Digital competence in English . I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 43–64.
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Ramfjord Isaksen, Anja (2020). Vocational English. Building vocational orientation and relevance . I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 65–90.
• Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2020). Strategic readers of English: Gradual release of responsibility . I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 137–160.
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. s. 418–440. doi: 10.18261/978-82-15-03074-6-2019-21. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2019). PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. s. 207–228. doi: 10.18261/978-82-15-03074-6-2019-11. Fulltekst i vitenarkiv
• 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. 24(3), s. 401–418. doi: 10.1080/13670050.2018.1472206. Fulltekst i vitenarkiv Vis sammendrag

  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.; 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. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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: 10.1080/0969594X.2016.1239611. Fulltekst i vitenarkiv
• 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: 10.1080/00313831.2015.1075310. Vis sammendrag

  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 (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. Vis sammendrag

  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.

Se alle arbeider i Cristin

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

Se alle arbeider i Cristin

• Kure, Astrid Elisabeth; Ahmadian, Shilan & Brevik, Lisbeth M. (2022). Panel: Time, narrative and technology in English classrooms in Norway. Vis sammendrag

  In this panel, we will present two studies from nine English classrooms in Norway across 8th, 9th and 10th grade, where teenagers are video recorded over time concerning their use of narratives and technology. Gee (2007) states that using technology is valuable for narrative engagement, which in turn leads to learning. The present study argues that engagement in narratives and technology has the potential to develop skills critical for education. Digital technologies are considered a crucial aspect of educational policy around the world (Erstad et al., 2021; Ferrari, 2013; Kaarakainen & Saikkonen, 2021). Information and communication technology can complement, enrich and transform education for the better (UNESCO, 2021). The first study addresses how time matters when teenagers engage in two very different narratives by reading a novel and playing an online game to learn about Native Americans. The study draws on video recordings from 30 English lessons in two lower secondary classrooms in Norway, following 60 students during a two-week gaming-based project in 8th grade. Findings showed that time matter. A notable finding is that the combination of reading fiction and playing a video game matter in terms of student engagement, which aligns with research by the UK's National Literacy Trust (2020). One class read the novel before playing the game, while the other class played the game before reading the novel. The students who read the novel before playing the game were more engaged and learnt more about native Americans compared to the students who played the video game before reading the novel. The second study investigates teenagers' use of English across technologies and time. Adapting a national Framework for Digital Skills into an observation protocol (Norwegian Directorate of Education and Training, 2012), this study analysed video recordings from 60 English lessons in seven lower secondary classrooms in Norway, following 186 students across two school years (9th and 10th grade). The results show that students used digital skills critical for education in half of the video-recorded lessons. The main differences within and across classrooms related to the type of digital skills used in any given lesson, and an increase in the use of digital skills over time. First, students’ used basic rather than advanced digital skills. Second, when using digital skills, the main repertoire involved searching for and processing information online, and using digital technology to produce written texts. Third, we identified that the students’ use of digital skills increased over time. In the panel, we will present illustrative examples of how time matters when students engage with digital skills, narratives and online games in English. Implications for practice and the direction of future research are discussed.

• Brevik, Lisbeth M. & Lomsdalen, Christian (2021). Om evaluering av fagfornyelsen. [Internett]. Lektor Lomsdalens Innfall.
• Brevik, Lisbeth M. (2021). Main findings from the ETOS project in Norway - student voices and video-recorded lessons.
• Brevik, Lisbeth M.; Doetjes, Gerke (Gerard); Bakken, Jonas; Hartvigsen, Kirsten Marie; Sylvén, Liss Kerstin & Olsson, Eva (2021). CLIL instruction in Norway and Sweden: Challenges and benefits.
• Brevik, Lisbeth M. (2021). Key note: Online gaming, fiction and the development of reading comprehension.
• Brevik, Lisbeth M. (2021). Invitert innlegg: Medforsking - Styrker og utfordringer ved deling av video som forskningsdata.
• Maasø, Arnt; Brevik, Lisbeth M.; Vasbø, Kristin Beate; Breivik, Jarle; Lerheim, Birgitte & Malthe-Sørenssen, Anders [Vis alle 7 forfattere av denne artikkelen] (2021). Dette må bli læringsmiljøets år. Khrono.no. ISSN 1894-8995.
• Brevik, Lisbeth M. (2021). Invited talk: Students as co-researchers - connecting research and education.
• Brevik, Lisbeth M. (2021). Invitert innlegg: Medforsking - bakgrunn, erfaringar, gevinstar.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021). Samtale: Hvordan tilrettelegge for hybrid undervisning.
• Brevik, Lisbeth M. (2021). Innlegg om digital undervisning.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021). Hvordan skape et godt læringsmiljø med hybridundervisning? [Internett]. HF:Studio.
• Brevik, Lisbeth M. & Holm, Thea (2021). Conference paper: Rethinking English instruction. Engaging vocational students in programming in the English subject. Vis sammendrag

  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.; 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).
• Brevik, Lisbeth M. (2021). Invited workshop: Mixed methods.
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, Fortellinger om flukt. Universitetsforlaget. ISSN 9788215047614.
• Brevik, Lisbeth M. & Slåen, Åshild (2021). Om gaming og språkbevissthet. [Radio]. NRK kulturnytt.
• Brevik, Lisbeth M. (2021). Key note: Assessment in CLIL.
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2020). Hvordan involvere studenter i forskning? Diskusjon med et utvalg av UiOs meritterte undervisere. .
• Brevik, Lisbeth M. (2020). Invitert innlegg: Erfaringer med digital undervisning: hva fungerer og hva kan forbedres. .
• Brevik, Lisbeth M. (2020). Invitert innlegg. Erfaringer med digital undervisning .
• Brevik, Lisbeth M. (2020). Webinar: Struktur, helhet og sammenheng i Canvas. .
• Brevik, Lisbeth M. (2020). Innlegg: Om å lære å lære i Fagfornyelsen.
• Brevik, Lisbeth M. (2020). Innlegg: Gutter, gaming og lesing.
• Brevik, Lisbeth M. (2020). Utdanningsprisen 2020: Studenter som medforskere. Hvordan involvere masterstudenter i forskningsprosjekter og som medforfattere?
• Bakken, Jonas; Brevik, Lisbeth M. & Aashamar, Peter Nicolai (2020). Myter om læreboka. Utdanningsnytt.no.
• Hvalstad, Mette & Brevik, Lisbeth M. (2020). Læringsfremmende tilbakemeldinger i engelsktimer . Bedre Skole. ISSN 0802-183X. s. 76–81.
• Olafsrud, Annie Karoline & Brevik, Lisbeth M. (2020). Utvikling av skrivekompetanse i engelsk . Bedre Skole. ISSN 0802-183X. s. 86–91.
• Brevik, Lisbeth M.; Holm, Thea & Christensen, Lina (2020). Hun lar studentene delta i forskningen: – Svært ettertraktet i arbeidslivet. [Fagblad]. Forskerforum.
• Brevik, Lisbeth M.; Larsen, Christiane Jordheim; Stang, Bendik & Wetås, Åse (2020). Dataspel er ei engelskspråkleg verd. [Avis]. Dag og Tid.
• Brevik, Lisbeth M. (2020). Conference paper (peer reviewed): Emergent Multiphase Design: A Fully Integrated Approach in the Context of Language Research in Education. Vis sammendrag

  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. & Rindal, Ulrikke Elisabeth (2020). Det kan være bra å bruke flere språk i engelsktimene . www.forskning.no. Vis sammendrag

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

• Brevik, Lisbeth M. & Myhre, Torunn (2020). Språkbruk i engelsktimer. [Radio]. NRK Språkteigen.
• Brevik, Lisbeth M. (2020). Invitert kommentar: Nordisk perspektiv på faglighet i engelsk (utsatt pga Covid19) .
• 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.; Flognfeldt, Mona Evelyn & Beiler, Ingrid Rodrick (2020). Livsmestring, mangfold, relevans. Engelskfaget etter fagfornyelsen . Bedre Skole. ISSN 0802-183X. 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.; Tengberg, Michael & Ekstrom, Linda (2019). Disse lesestrategiene kan hjelpe elever til å forstå tekster de ellers ikke ville forstått. Utdanningsnytt.no.
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2019). Ungdom som spiller mye dataspill, blir bedre i engelsk. Utdanningsnytt.no.
• Brevik, Lisbeth M. & Landsverk, Johanne (2019). Hvordan får du tid til å forske? [Fagblad]. Forskerforum.
• Brevik, Lisbeth M. (2019). Invited talk: Gamers, Surfers and Social Media Users. The role of interest in English language learning and teaching . Vis sammendrag

  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: Fagfornyelsen – Overordnet del. Kompetansebegrepet, kjerneelementer, dybdelæring, lære å lære .
• Brevik, Lisbeth M. (2019). Invitert innlegg: Engelsk i Fagfornyelsen. Språkbevissthet og identitetsutvikling i den virtuelle og virkelige verden​. .
• 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). Invitert innlegg: Gutter, gaming og lesing.
• 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. s. 82–87.
• Brevik, Lisbeth M.; Ahmadian, Shilan & Grydeland, Anders (2019). Intervju: Engelsk på yrkesfag. [Internett]. Yrkesfagpodden.
• 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. Vis sammendrag

  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.

• 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). #13 Den om medforskning som vurderingsform. [Radio]. NOKUT-podden.
• Brevik, Lisbeth M. & Stranden, Anne Lise (2019). Fantasy, online-spill og Netflix gjør unge bedre i engelsk. [Internett]. Forskning.no.
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2019). Engelsk og onlinespill. Bedre Skole. ISSN 0802-183X. s. 67–71.
• Brevik, Lisbeth M.; Tengberg, Michael & Ekstrom, Linda (2019). Lesestrategier – en kunnskapsoversikt. Bedre Skole. ISSN 0802-183X. 1, s. 62–69.
• Brevik, Lisbeth M. (2019). 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. & Myhre, Torunn (2019). Dataspill og engelsk. [Radio]. NRK Språkteigen.
• Brevik, Lisbeth M. (2019). Conference paper: The Role of Interest in Developing L2 Readers as Individuals.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). Introduction. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. s. 9–15. doi: 10.18261/978-82-15-03074-6-2019-01.
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2018). Diskusjon som flerfaglig demokratisk ferdighet . Bedre Skole. ISSN 0802-183X.
• Brevik, Lisbeth M. & Helness, Hildegunn Lahlum (2018). Følg elevens utvikling på VG1 med nye læringsstøttende prøver i engelsk. Utdanningsnytt.no.
• Skarpaas, Kaja Granum & Brevik, Lisbeth M. (2018). Engelskfaget: Relevans som forutsetning for god yrkesretting. Bedre Skole. ISSN 0802-183X.
• 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). 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. Vis sammendrag

  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).

• Aashamar, Peter Nicolai; Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2018). Diskusjon som flerfaglig demokratisk ferdighet. Bedre Skole. ISSN 0802-183X. s. 31–35.
• Brevik, Lisbeth M. (2018). Conference paper: The Mixed Methods Emergent Multiphase Design.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?
• Brevik, Lisbeth M. & Helness, Hildegunn Lahlum (2018). Engelsk VG1: Nye læringsstøttende prøver. Bedre Skole. ISSN 0802-183X. s. 48–53. Vis sammendrag

  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. (2018). Gamers, surfers and social media users: The role of interest to prevent dropout . I Larsen, Gert (Red.), The COURAGE project - Handbook 2018. EU Erasmus+. ISSN 9788798375197. s. 10–13.
• Brevik, Lisbeth M. (2018). Key note: Gamers, surfers and social media users: The role of interest to prevent dropout.
• Brevik, Lisbeth M. (2018). Conference paper: Reading Comprehension Strategy Use and Instruction in English as a Second Language Classrooms.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The Quality of Oral Feedback in English L2 instruction.
• 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. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?
• Lund, Andreas; Strømme Aanesland, Torunn; Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2018). Conference paper: Transformative Agency in Teacher Education: Fostering Professional Digital Competence.
• Brevik, Lisbeth M. & Davies, Chris (2018). Open seminar Kellogg College: Digital Technologies: the Lives and Learning of Young People.
• Solberg, Mina; Brevik, Lisbeth M. & Luoto, Jennifer Maria (2017). «Færre elever i klasserommet gir ikke nødvendigvis bedre tilpasset engelskundervisning». Utdanningsnytt.no.
• Brevik, Lisbeth M. & Rivrud, Kristin (2017). Guttene tar igjen jentene i engelsk lesing.
• Brevik, Lisbeth M. & Rivrud, Kristin (2017). Guttene tar igjen jentene i engelsk lesing. Vis sammendrag

  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.

• Brevik, Lisbeth M. & Johnson, Burke (2017). Conference paper: The Multiphase Design. How Mixed Methods Research Adds Value to Research Projects.
• 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.
• Idsøe, Ella Maria Cosmovici; Brevik, Lisbeth M. & Munkebye, Rune (2017). Kan du være så smart at det er et problem på skolen? [Radio]. NRK P2 - EKKO.
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2017). Conference paper: The Quality of CLIL Teaching.
• Mahan, Karina Rose; Brevik, Lisbeth M. & Ødegaard, Marianne (2017). Conference paper: Characterizing the Quality of CLIL Instruction.
• Brevik, Lisbeth M. & Garvoll, Katharina Køber (2017). Plenumsforedrag: Tre myter om elever på yrkesfag. Betydningen av å se elevenes helhetlige kompetanse.
• Brevik, Lisbeth M. (2017). Invited talk: Læringsfremmende tilbakemeldinger i engelsk.
• Brevik, Lisbeth M. (2017). Invited talk: Hva vet vi om god undervisning i lesing?
• Brevik, Lisbeth M. (2017). Plenumsforedrag: Med yrkesfagseleven i sentrum.
• 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). Conference paper: Linking Instruction and Student Achievement to Reading in English L2 .
• Solberg, Mina; Brevik, Lisbeth M. & Luoto, Jennifer Maria (2017). Om å differensiere engelskundervisningen. Bedre Skole. ISSN 0802-183X. s. 70–75.
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2017). Conference paper: The Quality of Oral Feedback in English Instruction .
• Brevik, Lisbeth M. (2017). Conference paper: The Multiphase Design - How Mixed Methods Research Adds Value to Research Projects .
• Hjeltnes, Ingrid; Brevik, Lisbeth M. & Klette, Kirsti (2017). Videoobservasjoner av engelskundervisning på ungdomstrinnet. Bedre Skole. ISSN 0802-183X. s. 70–77.
• Brevik, Lisbeth M. & Stranden, Anne Lise (2016). Gamers gain points in English. [Internett]. Science Norway.
• Brevik, Lisbeth M. (2016). «Tre myter om engelsk på yrkesfag bør nyanseres». Utdanningsnytt.no.
• Brevik, Lisbeth M. (2016). Conference symposium: Integrating assessment for learning in the teacher education programme at the University of Oslo.
• Brevik, Lisbeth M. & Mellingsæter, Hanne (2016). Medieoppslag: Jenter gjør det bedre enn gutter. Men når 16-åringene leser på engelsk, er det nesten ingen forskjell. [Avis]. Aftenposten.
• Brevik, Lisbeth M. & Mellingsæter, Hanne (2016). Medieoppslag: Siri (10) er en av rundt 90.000 elever Røe Isaksen mener det har vært litt «farlig» å snakke om. [Avis]. Aftenposten.
• 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.; Klette, Kirsti & Blikstad-Balas, Marte (2016). Conference paper: The Quality of Feedback: Instructional practices captured in video recorded classroom observations.
• 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.
• 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. Universitetet i Oslo. ISSN 1501-8962. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke (Gerard); Bakken, Jonas; Baran, Mukkader; Beiler Rodrick, Ingrid & Brkan-Masud, Altijana [Vis alle 10 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). Institutt for lærerutdanning og skoleforskning, UiO. ISSN 978-82-69249.
• 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. Universitetet i Oslo.
• Brevik, Lisbeth M.; Doetjes, Gerke; Bakken, Jonas; Baran, Mukadder; Beiler, Ingrid Rodrick & Brkan-Musad, Altijana [Vis alle 10 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). Universitetet i Oslo. ISSN 978-82-69249. Fulltekst i vitenarkiv
• 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. Universitetet i Oslo.
• 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. Universitetet i Oslo.
• Larsen, Sanne; Qvortrup, Ane; Klitgård, Ida; Brevik, Lisbeth M.; Jensen, Kim Ebensgaard & Tyberg, Emil [Vis alle 8 forfattere av denne artikkelen] (2020). Faglighed i gymnasiet. Engelsk. Delrapport 5. Institut for Kulturvidenskaber Syddansk Universitet. ISSN 978-87-7938-138-4. Særnummer(5). Vis sammendrag

  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.

• Gulbrandsen, Øystein & Brevik, Lisbeth M. (2019). MA thesis: Strategic reading and text media in L2 English classrooms. Universitetet i Oslo.
• 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. Universitetet i Oslo.
• Ekstrom, Linda; Brevik, Lisbeth M.; Tengberg, Michael & Skolforskningsinstitutet, Sverige (2019). Läsförståelse och undervisning om lässtrategier. Systematisk översikt 2019:02. Skolforskningsinstitutet. ISSN 9789198438390.
• 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.
• 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. Universitetet i Oslo.
• 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. Universitetet i Oslo.
• 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. Universitetet i Oslo.
• 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. Universitetet i Oslo.
• Sagli, Sturla; Hellekjær, Glenn Ole & Brevik, Lisbeth M. (2017). MA thesis: Teachers' and students' perceptions of vocatoinal orientation in the English subject. Universitetet i Oslo.
• 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. 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.
• 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. Universitetet i Oslo.
• 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. Universitetet i Oslo.
• 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. NTNU.
• Hjeltnes, Ingrid & Brevik, Lisbeth M. (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.
• 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.

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