Lisbeth M. Brevik

I media

Kobler forskning og utdanning i masteremnet Quality English Teaching

10.04.2019: Forskningsnytt, Universitetet i Oslo
09.4.2019: NOKUTpodden #13 Den om medforskning som vurderingsform
12.3.2019: Forskningsnytt, Universitetet i Oslo

Ungdom som spiller dataspill, surfer på nettet og bruker sosiale medier leser engelsk bedre enn norsk

21.3.2019: Forskning.no
21.3.2019: Forskningsnytt, Universitetet i Oslo
15.3.2019: NRK Nyhetsmorgen (01:50:00-01:54:30)
06.3.2019: Lektorprogrammet UiO
10.2.2019: NRK Språkteigen
08.2.2019: NRK P1 Sørlandet
08.2.2019: NRK P1 Telemark

Guttene tar igjen jentene i engelsk lesing
10.1.2017: NRK P1 Telemark
10.1.2017: NRK.no Telemark
19.12.2016: Forskningsnytt, Universitetet i Oslo
17.12.2016: Forskning.no
10.12.2016: Aftenposten (forsideoppslag, papirutgave)
09.12.2016: Aftenposten.no

Lærerstudenters syn på høytpresterende elever
27.10.2017: NRK P2 EKKO
16.09.2016: Forskning.no
16.09.2016: Forskningsnytt, Universitetet i Oslo
15.09.2016: Aftenposten (papirutgave)
14.09.2016: Aftenposten.no

Dataspillere er gode i engelsk
02.3.2016: Fritt Ord (paneldebatt del 1 og del 2)
25.2.2016: Barnevakten.no
02.2.2016: Forskning.no
02.2.2016: Aftenposten Junior (papirutgave)
29.1.2016: NRK P2 Nyhetsmorgen (0:29:00-0:35:12)
29.1.2016: NRK Nyheter (09:20-11:10)
29.1.2016: NRK.no
29.1.2016: Forskningsnytt, Universitetet i Oslo

Elever på yrkesfag ser mer nytte av engelskfaget enn andre
16.12.2015: Forskning.no
02.12.2015: Utdanningsforskning.no
02.12.2015: Forskningsnytt, Universitetet i Oslo
30.11.2015: Aftenposten (papirutgave)
29.11.2015: Aftenposten
29.11.2015: Dagens Næringsliv
29.11.2015: Bygg.no

Læreres bruk av lesestrategier - En del av den tause kunnskapen
8.7.2014: Forskningsnytt, Universitetet i Oslo
3.7.2014: Utdanningsforskning.no 

• 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
• Brevik, Lisbeth M. (2019). Gamers, surfers, social media users: Unpacking the role of interest in English. Journal of Computer Assisted Learning.  ISSN 0266-4909. . 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 9788215030746.  Chapter 10.  s 209 - 230
• Brevik, Lisbeth M.; Brantmeier, Cindy & Pearson, P David (2019). 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.
• Brevik, Lisbeth M.; Lund, Andreas; Skarpaas, Kaja Granum & Røkenes, Fredrik Mørk (2019). 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 3.
• Brevik, Lisbeth M. & Lyngstad, Marit Elise (2019). 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.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2019). 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.
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Isaksen, Anja Ramfjord (2019). 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 2.
• 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 9788215030746.  Chapter 20.  s 420 - 442
• 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.

• 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 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. (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 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 (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 Fulltekst i vitenarkiv.
• 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.  Sense Publishers.  ISBN 978-94-6300-643-9.  Chapter 3.  s 39 - 61 Vis sammendrag

  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 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.

• 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
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2016). Differensiert undervisning for høytpresterende elever med stort læringspotensial. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge.  ISSN 1504-9922.  10(2), s 212- 234
• Brevik, Lisbeth M.; Olsen, Rolf Vegar & Hellekjær, Glenn Ole (2016). The Complexity of Second Language Reading: Investigating the L1-L2 Relationship. Reading in a Foreign Language.  ISSN 0264-2425.  28(2), s 161- 182
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2015). Fagdidaktisk makeover. Om utviklingen av en integrert studiedesign i engelsk didaktikk i lærerutdanningen, I: Ulrikke Elisabeth Rindal; Andreas Lund & Rachel Elise Jakhelln (red.),  Veier til fremragende lærerutdanning.  Universitetsforlaget.  ISBN 978 - 82-15 - 025.  16.  s 185 - 194 Fulltekst i vitenarkiv. Vis sammendrag

  ProTed utvikler integrerte studiedesign som ivaretar lærerstudentenes profesjonslæring i lærerutdanningen. I dette kapitlet viser vi hvordan man kan jobbe med integrasjon innad i et fag, ved å presentere arbeidet med en revitalisering av fagplanen for engelsk didaktikk ved Universitetet i Oslo (UiO). Målet med et slikt utviklingsarbeid, hvor integrasjon er et grunnleggende prinsipp, er å kunne tilby et fag som virker sammenhengende og relevant for lærerstudenter, og som dermed bidrar til å utdanne profesjonelle engelsklærere. Integrasjonen i dette utviklingsarbeidet er både vertikal og horisontal. Den vertikale dimensjonen handler om hele studieløpet, hvor vi integrerer overordnede temaer i lærerutdanningen med hovedområdene i Kunnskapsløftets læreplan i engelsk. Den horisontale dimensjonen handler om den enkelte undervisningsøkten, hvor vi i større grad enn tidligere supplerer tradisjonelle akademiske arbeidsformer med studentaktive arbeidsformer på universitetet, og kombinerer universitetsundervisningen med klasseromspraksis. Med dette bidrar vi med en modell for design av fagplaner som kan brukes i andre fagdidaktiske fag og ved andre lærerutdanningsinstitusjoner.

• Brevik, Lisbeth M. (2014). Making implicit practice explicit: How do upper secondary teachers describe their reading comprehension strategies instruction?. International Journal of Educational Research.  ISSN 0883-0355.  67, s 52- 66 . doi: 10.1016/j.ijer.2014.05.002 Fulltekst i vitenarkiv.
• Brevik, Lisbeth M. & Blikstad-Balas, Marte (2014). "Blir dette vurdert, lærer?" Om vurdering for læring i klasserommet, I: Eyvind Elstad & Kristin Helstad (red.),  Profesjonsutvikling i skolen.  Universitetsforlaget.  ISBN 978-82-15-02355-7.  Kapittel 10.  s 191 - 206
• Brevik, Lisbeth M.; Fosse, Britt Oda & Rødnes, Kari Anne (2014). Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers. International Journal of Educational Research.  ISSN 0883-0355.  68, s 46- 56 . doi: 10.1016/j.ijer.2014.08.004
• Brevik, Lisbeth M. (2013). Research Ethics: An investigation into why school leaders agree or refuse to participate in educational research. Problems of Education in the 21st Century.  ISSN 1822-7864.  52, s 7- 20 Fulltekst i vitenarkiv. Vis sammendrag

  The present qualitative study investigates the reasons given by 236 Norwegian upper secondary school leaders when they either accepted or refused to take part in a research project. The analysis shows that those who agreed to participate gave two main reasons, while the range of reasons among those who refused was more diverse. Moreover, when making their decisions the school leaders considered the consequences for their schools and their teachers, and to some extent, their students. These findings are discussed in relation to consequence ethics and value judgments, in the hope of contributing to a renewed perspective on research ethics. There is a tendency to consider research ethics a matter of how researchers should treat their participants to safeguard the participants’ interests. However, the findings of the present study suggest that it is equally important to understand the participants’ perspectives, which will in turn help researchers provide the information needed to better inform, and hopefully recruit participants for research projects.

• Brevik, Lisbeth M. & Moe, Eli (2012). Effects of CLIL Teaching on Language Outcomes, In Dina Tsagari & Ildiko Csépes (ed.),  Collaboration in Language Testing and Assessment.  Peter Lang Publishing Group.  ISBN 978-3-631-63529-2.  14.  s 213 - 227

Se alle arbeider i Cristin

• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (ed.) (2019). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget.  ISBN 9788215032283.  200 s.
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (ed.) (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.  ISBN 9788215030746.  446 s.
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2012). Les mindre – forstå mer! Strategier for lesing av fagtekster 8.–13. trinn. Gyldendal Akademisk.  ISBN 9788205425170.  354 s.
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2012). Læs mindre – forstå mere! Strategier for læsning af fagtekster 1.-7. trinn.. Klim.  ISBN 9788771291827.  247 s.
• Brevik, Lisbeth M. (2011). Core English. Basic skills (vg1/vg2). Cappelen Damm AS.  ISBN 9788202327798.  176 s.
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2011). Les mindre - Forstå mer! Strategier for lesing av fagtekster 1.-7. trinn. Gyldendal Akademisk.  ISBN 978-82-05-41536-2.
• Brevik, Lisbeth (2009). Engelsk - Klar for eksamen (8.-10. trinn). Cappelen Damm AS.  ISBN 9788202295899.

Se alle arbeider i Cristin

• Brevik, Lisbeth M. (2019). Conference paper: The Role of Interest in Developing L2 Readers as Individuals.
• 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. & Garvoll, Katharina Køber (2019). Engelsk og onlinespill. Bedre Skole.  ISSN 0802-183X.  2
• 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). 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.
• 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 9788215030746.  Introduction.  s 11 - 17
• 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.

• Aashamar, Peter; 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. 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).

• 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 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. & 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.
• 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)
• 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. 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.; Skram, Vilde Mathilde & Kristiansen, Eirin (2017, 10. april). #13 Den om varierte vurderingsformer. [Radio].  NOKUT-podden.
• 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.
• 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). 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?. Vis sammendrag

  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. Betydningen av å se elevenes helhetlige kompetanse. Bedre Skole.  ISSN 0802-183X.  (2), s 82- 88 Vis sammendrag

  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 - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i 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. Vis sammendrag

  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.
• Brevik, Lisbeth M. & Mellingsæter, Hanne (2016, 15. september). Medieoppslag: Siri (10) er en av rundt 90.000 elever Røe Isaksen mener det har vært litt «farlig» å snakke om.  Aftenposten.
• Brevik, Lisbeth M. & Skarpaas, Kaja Granum (2016). Digitale ferdigheter i engelsk: Forskning og praksiseksempler fra seks klasserom. Bedre Skole.  ISSN 0802-183X.  (3), s 64- 69
• Brevik, Lisbeth M. & Stranden, Anne Lise (2016, 02. februar). Medieoppslag: Gamere blir gode i engelsk. [Internett].  Forskning.no.
• Brevik, Lisbeth M. & Tom, Ingebrigtsen (2016, 29. januar). Medieoppslag: Dataspilling gjør unge bedre i engelsk. [Internett].  NRK.no.
• 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?.
• Brevik, Lisbeth M. (2015). Conference paper: Reading English in upper secondary school: Teachers’ and students’ use of reading comprehension strategies in general and vocational programmes. Vis sammendrag

  This qualitative study examines reading comprehension strategy use in English in upper secondary school (16-17 year old) one year after teachers participated in a professional development (TPD) course. Prior research suggests there is a need to identify reading comprehension strategy use in English L2 in upper secondary school. The presentation argues that teachers need to have a dual focus in their reading comprehension instruction; how strategies enhance disciplinary literacy and how the teaching of such strategies pay attention to the purposes of strategy use in the lives of upper secondary readers. To identify this, this study addresses these issues through the research questions: 1) How do upper secondary teachers include reading comprehension strategies in their English L2 instruction? 2) To what extent and why do the students in general and vocational programmes use the strategies as tools to enhance their reading comprehension in English L2?

• Brevik, Lisbeth M. (2015). How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school. Doktoravhandlinger forsvart ved Det utdanningsvitenskapelige fakultet, Universitetet i Oslo. 221. Fulltekst i vitenarkiv. Vis sammendrag

  This thesis investigates practices of how teachers teach and readers read involved in developing reading comprehension in English in Norwegian upper secondary school. This article-based thesis comprises three articles and an extended abstract. The latter includes a review of reading research, theoretical framing, methods and research design, and a summary and discussion of the three articles. The general theoretical and conceptual framing of this thesis is that reading instruction and reading comprehension in Norwegian upper secondary school take place within a sociocultural environment. Therefore, the thesis draws primarily on Vygotskian thinking on the importance of the active learner and the teacher who supports such learners, the use of reading comprehension strategies as tools for learning, and reading proficiency as an externalisation of reading comprehension. This theoretical framing is integrated with reading theories and reading comprehension research. Methodologically, the thesis uses a mixed methods approach to study the qualitative and quantitative aspects of practices involved in developing reading comprehension in English as a second language (L2). Article I: A qualitative study which investigated reading instruction, reading strategies, and metacognitive awareness among teachers. It examined how English teachers and those who taught in the first language (L1) reported to include reading comprehension strategies in their instruction, and how they made their tacit knowledge of such instruction explicit after participating in a teacher professional development (TPD) course. The findings showed a change in how the teachers described their teaching over time. A small repertoire of reading strategies was identified, along with how and why these were used in the reading instructions. Article II: Another qualitative study of reading instruction, reading strategies, and metacognitive awareness, this time among teachers and their students. This study investigated how L2 teachers taught reading comprehension strategies in their instruction one year after the TPD course, how their students used the strategies offered to them, and how the students reflected on their strategy use. Classroom observation showed that reading strategies were not only taught by the teachers and used by the students; interestingly, strategy use seemed to have a personal purpose for the students in vocational programmes, but not for the students in general programmes. Moreover, while the teachers in vocational programmes demonstrated a gradual release of responsibility for strategy use to their students, the teachers in general programmes did not. Article III: A large-scale quantitative study that investigated reading proficiency within and across English L2 and Norwegian L1 across a national sample of upper secondary school students, including a number of those in Article II. The results of this study support the view that girls read better than boys and that students in general studies read better than vocational students. However, while the gender effect was relatively smaller for the L2 than the L1, the study programme effect was relatively larger for the L2 than the L1. This study also found that, while vocational students were in majority among the poor readers, only half of them were poor readers in both languages; the others were poor readers in one language and proficient readers in the other. Contrary to expectations, among the latter was a group of boys in both study programmes who were proficient readers in the L2, while being poor readers in the L1. A final finding was that, in the sample as a whole, 49% of the explained variance in the students’ reading proficiency in English L2 was accounted for by a combination of gender, study programme, and L1 reading proficiency. Based on the findings in the three articles, the main contribution of this thesis is increased knowledge about how teachers teach and readers read.

• Brevik, Lisbeth M. (2015). Key Note: What research on classoom practice can tell us about endangered learners.
• Brevik, Lisbeth M. & Gunnulfsen, Ann Elisabeth (2015). Conference paper: Gifted and talented pupils: How student teachers characterise them. Vis sammendrag

  In Norwegian secondary schools, there are gifted and talended pupils in all classes. This is part of the inclusive education in Norwegian public schools. However, criticism has been voiced that these students do not receive adapted education and that their teachers do not excercise ambitions on their behalf. Instead, poor pupils are particularly targeted, which often resuts in too low ambitions on behalf of all pupils in class. Research and literature describing gifted and talented pupils either (a) concern exceptional students in other countries, e.g. the USA, or (b) exceptional students in Norway who are exceptional in terms of being markedly better than their peers in the same class. In the present study, we attempt to generate knowledge from student teachers and their perception of who gifted and talended pupils are - within the "normal" abilities framed for example by the grade system where 1 is the lowest grade and 6 the best. Those we ask the student teachers to identify are those who would receive the highest grades, 5 and 6. The study is framed within Vygotskian theory on the active student and the proximal zone of development (Vygotsky, 1987), in addition to theories on giftedness (Bruner, 1969; Piaget & Cook, 1952; Renzulli; 2002). One aim has been to compare the information from the student teachers with these theories. A second aim has been to generate knowledge of how to prepare student teachers for teaching gifted and talented pupils, to have ambitions on their behalf and to teach them how to design their instruction in order to help these pupils develop as learners, in terms of adapted teaching.

• Brevik, Lisbeth M.; Rødal, Aina & Nielsen, Sandra Rebekka (2015, 16. desember). Medieoppslag: Elever på yrkesfag ser mer nytte av engelskfaget enn andre. [Internett].  Forskning.no.
• Brevik, Lisbeth M. & Svarstad, Jørgen (2015, 29. november). Medieoppslag: Studie - Elever ser ikke nytten av skolearbeidet.  Aftenposten.
• Fosse, Britt Oda; Rødnes, Kari Anne & Brevik, Lisbeth M. (2015). Betydningen av å bruke fagbegreper For elever, lærerstudenter og lærere. Bedre Skole.  ISSN 0802-183X.  (2), s 72- 77
• Brevik, Lisbeth M. (2014). Conference paper: Mapping Tests. Comparing Upper Secondary Students’ Reading Skills in L1 and L2. Vis sammendrag

  This quantitative study builds on and contributes to work in the field of reading comprehension and reading assessment. As such, this study provides additional insight into upper secondary students’ reading skills in first and second languages, and the relationship between the two. Although studies in reading assessment have examined students’ reading skills in primary and lower secondary school, there has not been a lot of research among students in upper secondary school. The analytic focus on crosslinguistic reading enables another contribution. This issue is addressed in the present study; for the first time comparing student proficiency in reading literacy across Norwegian (L1) and English (L2). This study gives us the rare opportunity to describe the relationship between L1 and L2 from two nationally distributed reading tests – on paper and digitally – for a large sample of students (N=10,331). The results indicate that there is a strong relationship between reading in the two languages and that 74% of the students read equally well in L1 and L2. However, the results identify two groups of outliers that read significantly different in the two languages. The implications of these findings are discussed in the light of further research and school practices; what kind of support do these students need?

• Brevik, Lisbeth M. (2014). Conference paper: Mapping Tests. Comparing Upper Secondary Students’ Reading Skills in L1 and L2. Vis sammendrag

  This quantitative study builds on and contributes to work in the field of reading comprehension and reading assessment. As such, this study provides additional insight into upper secondary students’ reading skills in first and second languages, and the relationship between the two. Although studies in reading assessment have examined students’ reading skills in primary and lower secondary school, there has not been a lot of research among students in upper secondary school. The analytic focus on crosslinguistic reading enables another contribution. This issue is addressed in the present study; for the first time comparing student proficiency in reading literacy across Norwegian (L1) and English (L2). This study gives us the rare opportunity to describe the relationship between L1 and L2 from two nationally distributed reading tests – on paper and digitally – for a large sample of students (N=10,331). The results indicate that there is a strong relationship between reading in the two languages and that 74% of the students read equally well in L1 and L2. However, the results identify two groups of outliers that read significantly different in the two languages. The implications of these findings are discussed in the light of further research and school practices; what kind of support do these students need?

• Brevik, Lisbeth M. (2014). Key note: Assessment for Learning in the CLIL Classroom. Vis sammendrag

  Assessment for Learning (AfL) is critical to successful teaching and learning. AfL describes the gathering of information about students’ progress to promote students’ learning (Black & Wiliam, 1998, 2009; Wiliam, 2011). In CLIL, an assessment situation could be used to show the learners’ knowledge and skills within language or subject matter (Brevik, 2012). The aim is to give pupils the better of two worlds – to learn subject matter as well as language; or to learn subject matter through a foreign language (Brevik & Moe, 2012). I will use a case from a Norwegian secondary school to illustrate AfL in the CLIL classroom. In Norway, the pupils typically choose which sources to read or listen to in their first language (L1) and the second or foreign language (L2), which language to use when they speak in class, and whether or not to write texts in L1 or L2. This Norwegian attitude to language use within CLIL seems to differ somewhat from CLIL in other countries, where content and language to a greater extent go hand in hand (Dale et al., 2010; Moore, 2011), based on the idea that it is impossible to separate the content from the language. I will therefore argue that the question is how and to what extent content and language is combined and assessed in a CLIL context (Brevik, 2012) – whether the assessment situation involves learning to learn strategies, reading, writing or oral skills and competence.

• Brevik, Lisbeth M. (2014). Key note: Prinsipper for god undervisning.
• Brevik, Lisbeth M. (2014). Læreres bruk av lesestrategier. En del av den tause kunnskapen. Bedre Skole.  ISSN 0802-183X.  4, s 40- 45 Vis sammendrag

  Ny forskning i videregående skole viser mer aktiv bruk av lesestrategier enn tidligere antatt – og langt mer enn lærerne selv setter ord på. Hvis lærerne faktisk gjør mer enn de setter ord på, og gjennomfører mer forskningsbasert leseundervisning enn de er klar over selv, er det viktig at skolen tilbyr situasjoner til å reflektere over egen praksis og dele faglige erfaringer.

• Brevik, Lisbeth M. (2014). Ny Giv - Grunnpakke I.
• Brevik, Lisbeth M. (2014). Ny Giv - Grunnpakke II.
• Brevik, Lisbeth M. (2014). Ny Giv - Grunnpakke II og III.
• Brevik, Lisbeth M. (2014). Open lecture: Mapping tests. Comparing upper secondary students' reading skills in L1 and L2.
• Brevik, Lisbeth M. (2014). Open lecture: Reading comprehension strategies. A mixed methods project of teachers' instruction and students' proficiency across subjects in upper secondary school.
• Brevik, Lisbeth M. (2014). Open lecture: Revised teacher education syllabus at the University of Oslo. An example from English subject didactics. Vis sammendrag

  The Department of Teacher Education and School Research at the University of Oslo is Norway's leading academic environment in the fields of Subject Didactics, Educational Leadership and school based research and development. The main task for The Department is to qualify teachers and school leaders for work in Norwegian schools. The Teacher Education Programme gives qualifications for work as a teacher in upper primary and secondary school as well as in adult education. The programme is offered both as a full-time study programme over two terms and as a part-time study programme over three terms. The two major components of the programme are classroom practice and educational and didactic theory. Classroom practice normally takes place at one of the Department`s Partner Schools. Over the last few years, the department has developed integrated teacher education programmes. By integration we mean a coherent study design where scientific subjects, school subjects, pedagogy, subject didactics, theory and practice constitute a whole as a basis for teaching as a profession. In this presentation, I will explain how this integration has been planned and conducted in English subject didactics; how pedagogy and didactics have been integrated, and how the lectures are integrated with the seminars in the second semester. The aim has been to prepare the student teachers for teaching, avoiding the “practice shock” and providing education that might help the student teachers orient themselves towards extended professionality, valuing theories underpinning pedagogy, and adopting a rationally-based approach to teaching, rather than restricted professionals concerned mainly with the practicalities of day-to-day teaching, as argued by Hoyle (1975).

• Brevik, Lisbeth M. (2013). Assessment for Learning in CLIL.
• Brevik, Lisbeth M. (2013). CLIL in Norway - on the outside, looking in.
• Brevik, Lisbeth M. (2013). Conference paper: Making implicit practice explicit. How do teachers describe their own best practices?.
• Brevik, Lisbeth M. (2013). Conference paper: Research ethics. An investigation into why school leaders agree or refuse to participate in educational research.
• Brevik, Lisbeth M. (2013). Ny Giv for skoleledere.
• Brevik, Lisbeth M.; Blikstad-Balas, Marte & Schofield, Daniel (2013). LARS: Literacy Across Research Spaces.
• Brevik, Lisbeth M.; Rødnes, Kari Anne & Fosse, Britt Oda (2013). Conference paper: Language, Learning and Teacher Professionalism.
• Mahan, Karina Rose & Brevik, Lisbeth M. (2013). "I can English very good" - engelske ordfeil blant norske elever og studenter. Bedre Skole.  ISSN 0802-183X.  (3), s 34- 39 Vis sammendrag

  Mens ungdomsskoleelever skårer høyt på språklig-grammatisk korrekthet på engelsk, viser det seg at de snubler når det kommer til valg av ord. Når elevene forholder seg til muntlig og uformelt språk i sosiale medier, er det kanskje ikke overraskende at måten de bruker språket på i skolesammenheng påvirkes av dette. Med utgangspunkt i en fersk masterstudie vises det til noen av de mest vanlige engelske ordfeilene i digitale skoletekster, og hvordan slike feil kan gjenkjennes og unngås.

• Brevik, Lisbeth M. (2012). Conference paper: Feedback. Why it is important and why it is not enough.
• Brevik, Lisbeth M. (2012). Conference paper: Read less - understand more!.
• Brevik, Lisbeth M. (2012). Feedback: Why it is important and why it is not enough. Fokus på språk.  ISSN 1890-3622.  28, s 125- 157
• Brevik, Lisbeth M. (2012). Foredrag: Ny GIV.
• Brevik, Lisbeth M. (2012). Foredrag: Ny GIV.
• Brevik, Lisbeth M. (2012). Foredrag: Vurdering for læring.
• Brevik, Lisbeth M. (2012). Konferanseinnlegg: CLIL – fagundervisning på et fremmedspråk - hvorfor og hvordan?.
• Brevik, Lisbeth M. (2012). Konferanseinnlegg: Feedback. Why it is important and why it is not enough.
• Brevik, Lisbeth M. (2012). Konferanseinnlegg: Skrive for å mestre.
• Brevik, Lisbeth M. & Gunnulfsen, Ann-Elisabeth (2012). Konferanseinnlegg: Les mindre - forstå mer! Strategier for lesing av fagtekster.
• Brevik, Lisbeth M. (2011). Konferanseinnlegg: Vurdering i engelsk.
• Brevik, Lisbeth M. (2011). Workshop: Ny GIV. Lesing og skriving som grunnleggende ferdigheter.
• Brevik, Lisbeth M. (2010). Foredrag: Hvordan engasjere elevene ved hjelp av vurdering i engelsk?.
• Brevik, Lisbeth M. (2010). Foredrag: Hvordan styrke leseferdighetene i engelsk?.
• Brevik, Lisbeth M. (2010). Hvordan leser elever?. Fokus på språk.  ISSN 1890-3622.  24, s 61- 108
• Brevik, Lisbeth M. (2010). Konferanseinnlegg: Barnepermen og det europeiske rammeverket (CEFR).
• Moe, Eli & Brevik, Lisbeth M. (2010). Conference presentation: CLIL - some teaching and testing results.
• Brevik, Lisbeth M.; Svenhard, Britt Wenche & Moe, Eli (2009). Konferanseinnlegg: Suksessfaktor i Clil - lese for å lære.
• Brevik, Lisbeth (2008). Voices in Time 3 Double text CD (10. trinn). [CD].

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