Lisbeth M. Brevik

Pensumbøker i engelskdidaktikk

• Brevik, L. M., & Rindal, U. (red.) (2021). Teaching English in Norwegian classrooms: From research to practice (2nd ed.). Universitetsforlaget.
• Rindal, U., & Brevik, L. M. (red.) (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget.

Digitalisering og spill i språkundervisning

• Eiene, S. M. Ø., & Brevik, L. M. (2025). A dialogic whole: Creating space for student talk in digitally-rich language classrooms in England, France and Norway. Teaching and Teacher Education.
• Ahmadian, S., Brevik, L. M., & Öhrn, E. (2024). Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English. Journal of Computer Assisted Learning, 40(6), 2715–2734
• Ahmadian, S., & Brevik, L. M. (2024). This Land Is My Land: Teachers’ Integration of Game and Novel in English Instruction. Journal of Computer Assisted Learning, 40(5), 2190–2207

Lesing og litteratur på engelsk i norsk skole

• Dodou, K., & Brevik, L. M. (2025). From Pages to Practice: 10 years of teaching literature in English classrooms in Norwegian lower secondary school. Reading Research Quarterly, 60, e70039
• Sandsør, A. M. J., & Brevik, L. M. (2024). Gender gaps in English as a second language over time: a shift in favour of boys. Assessment in Education, 31 (5-6), 301–324
• Brevik, L. M., Brantmeier, C., & Pearson, P. D. (2020). Strategic readers of English: Gradual release of responsibility. In L. M. Brevik, & U. Rindal (eds.), Teaching English in Norwegian classrooms: From research to practice (pp. 137–160). Scandinavian University Press. 

Mixed Methods forskningsdesign

• Brevik, L. M. (2023). A ‘mixed methods way of thinking’ in game-based research integrations. In C. Poth (ed.), SAGE Handbook of Mixed Methods Research Designs. SAGE
• Brevik, L. M. (2022). The Emergent Multiphase Design: Demonstrating a Fully Integrated Approach in the Context of Language Research in Education. In A. Onwuegbuzie, & J. H. Hitchcock (eds.), The Routledge Handbook for Advancing Integration in Mixed Methods Research (pp. 196-212). Routledge.
• Brevik, L. M. & Mathé, N. E. H. (2021). Mixed methods som forskningsdesign. In E. Andersson-Bakken & C. P. Dalland (eds.), Metoder i klasseromsforskning Forskningsdesign, datainnsamling og analyse. Universitetsforlaget. 

• Poornikoo, Mehdi; Fang, Yuan; Sundgot-Borgen, Christine; Klomstén, Anne Torhild; Folstad, Siri Hausland & Edvoll, Maud [Vis alle 12 forfattere av denne artikkelen] (2026). The Effect of School Resources on Student Mental Health under the Norwegian Curriculum Reform. Open Science Framework (OSF). doi: 10.17605/OSF.IO/SCA53. Fulltekst i vitenarkiv
• Mathé, Nora E. H.; Brevik, Lisbeth M.; Gudmundsdottir, Greta B. & Barreng, Rebecca Linnéa Söderström (2026). The classroom as space for change: teachers’ daily reports on the uptake of curricular concepts. Journal of Curriculum Studies. ISSN 0022-0272. doi: 10.1080/00220272.2026.2680401. Fulltekst i vitenarkiv Vis sammendrag

  Previous studies have shown that teachers are vital in the implementation of educational reforms, despite variation in the extent to which teachers manifest their agency and how they involve themselves in the implementation. This study adds to the existing literature by investigating teachers’ curricular uptake of the national reform (LK20) in Norway. We investigated teachers’ reported uptake of curricular concepts during 3 years (2021–24) following LK20, acknowledging the value of capturing teachers’ perspectives. The purpose was to identify the degree to which teachers reported planning and uptake of three specific curricular concepts: life skills, inquiry/exploration and digital competence. This study used daily reports from 74 teachers in seven secondary schools describing their uptake of the concepts during naturally occurring teaching. We analysed the daily reports that the teachers provided from before and after a total of 663 lessons in 168 classes in seven school subjects. Using a one-way analysis of variance (ANOVA), we identified patterns among concepts and subjects. Teachers’ reported degrees of uptake indicated transformative agency despite variation among concepts and subjects. The study indicates that emphasizing teachers’ transformative agency might contribute to greater autonomy in implementing curricular reforms.

• Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M. & Vold, Eva Thue (2026). Fluid multilingualism: Classroom talk in English and French classes in England, France and Norway. The Modern Language Journal. ISSN 0026-7902. 110(3), s. 794–811. doi: 10.1111/modl.70077. Fulltekst i vitenarkiv
• Elgen, Annie Karoline; Dodou, Katherina & Brevik, Lisbeth M. (2026). Teaching with and about GenAI: A video study of English and Norwegian lessons in secondary classrooms in Norway. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 176, s. 1–12. doi: 10.1016/j.tate.2026.105517. Fulltekst i vitenarkiv Vis sammendrag

  As generative artificial intelligence (GenAI) technologies develop, secondary teachers face the challenge of helping students use GenAI effectively and responsibly for learning. Based on the large-scale EDUCATE project's video recordings of naturally occurring teaching (i.e., without teacher–researcher collaboration), this study examined authentic GenAI practices in highly digitalized language classrooms. Shortly after GenAI became mainstream, we screened 75 English and Norwegian lessons across 20 classrooms in five secondary schools during 2023–24 to identify lessons with GenAI. We identified GenAI practices in 14 lessons across 10 classrooms in 4 schools, and we analyzed these lessons using reflexive thematic analysis. The findings showed that the GenAI-integrated teaching required teachers' use of professional digital competence and targeted both students' subject-specific competences and their AI literacy. The study highlights important implications for secondary teaching when combining GenAI with subject-specific teaching, emphasizing the need to support students' responsible GenAI use.

• Dodou, Katherina; Brevik, Lisbeth M. & Blikstad-Balas, Marte (2026). Opportunities to develop literary competences: A decade of creative response approaches in L1 and L2 in Norwegian lower secondary schools. L1-Educational Studies in Language and Literature (L1-ESLL). ISSN 1567-6617. 26(1), s. 1–29. doi: 10.21248/l1esll.2026.26.1.951. Fulltekst i vitenarkiv Vis sammendrag

  Creative approaches to literary texts may develop students’ literary competences, but little is known about how prevalent such approaches are and how they are implemented. This study explored naturally occurring, that is non-interventionist, literature instruction in the subjects L1 Norwegian and L2 English, based on the quantitative and qualitative analysis of 301 video-recorded lower secondary lessons from 73 classrooms in Norway in 2015–24. By juxtaposing L1 and L2, the study recognises the importance of literature instruction across school subjects, and it advances the understanding of how literary texts are taught in L1 relating to L2. The findings indicate that creative response activities were a recurring feature in both subjects across the studied decade, although they occurred more frequently in L2 lessons. In both subjects, teachers provided opportunities for students to exercise various literary competences when responding creatively to literary texts. However, they offered little guidance on how students could undertake these activities and rarely combined them with analytical reflection that could support students’ developing literary competences. The study discusses implications for teaching and research.

• Eiene, Sarah Margrethe Øverlie & Brevik, Lisbeth M. (2025). A dialogic whole: Creating space for student talk in digitally-rich language classrooms in England, France and Norway. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 172. doi: 10.1016/j.tate.2025.105334. Fulltekst i vitenarkiv Vis sammendrag

  Despite indications that digital technology transcends traditional approaches to classroom instruction, evidence of the role of digital technology during student talk in language classrooms is scarce. This paper presents findings from the large-scale European project LANGUAGES. Through a sociocultural lens on student talk during 72 video-recorded language lessons in England, France and Norway, we examined 36 secondary classrooms of English and French. Using a mixed methods approach to video-recorded instruction, we found student talk typically occurring during oral interaction, seldom during oral production, and frequently in the presence of digital technology, such as PowerPoint-led teaching (England, France) and individual laptops (Norway). However, in a quarter of the observed lesson time, students talked in the absence of digital technology. Implications include insights into the importance for teachers and teacher education of consciously creating a dialogic whole in language classrooms through creating space for student talk both with and without digital technology.

• Retzius, Adéla Funova; Haukås, Åsta; Ghimenton, Anna; Molway, Laura Jane & Brevik, Lisbeth M. (2025). Secondary school students’ beliefs about multilingualism across contexts: England, France and Norway. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2025.2571453. Fulltekst i vitenarkiv Vis sammendrag

  Second and foreign language education is key to fostering global citizens who can comprehend and appreciate linguistic and cultural diversity. However, despite governing bodies’ efforts to encourage student enrolment in language classes, some students do not consider it necessary to study additional languages. Studies indicate a need for research focusing on students’ own perspectives on multilingualism to understand how to bring about change. This paper presents findings from the large-scale European project LANGUAGES. Drawing on a context-adapted version of the validated Ungspråk (Young Languages) survey, we collected responses from secondary school students (N = 813) in England, France, and Norway. The findings are based on analyses of students’ reported beliefs about the benefits of multilingualism and views of their current multilingual selves. Key results reveal that students in England hold significantly more positive beliefs about multilingualism than students in France and Norway. At the same time, students in England are significantly less likely to self-identify as multilingual. Based on these findings, we discuss potential reasons for these differences and explore what it might take to shift students’ perspectives on multilingualism and multilingual education across diverse contexts.

• Isaksen, Anja Ramfjord; Mathé, Nora Elise Hesby; Brevik, Lisbeth M. & Gudmundsdottir, Greta Björk (2025). Life skills education as a balancing act: Preparing students to handle life challenges in upper secondary English and social science classrooms. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 159. doi: 10.1016/j.tate.2025.104992. Fulltekst i vitenarkiv Vis sammendrag

  Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons to support students’ handling of personal, societal and future challenges. The study revealed more prominence of LSE in English than in social science and more often in general compared to vocational studies, offering insights for LSE implementation in pedagogy and policy.

• Mathé, Nora Elise Hesby; Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2025). These unscripted moments: Digital competence in the teaching of Russia's invasion of Ukraine. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 162. doi: 10.1016/j.tate.2025.105062. Fulltekst i vitenarkiv Vis sammendrag

  On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardless of their original plans, to cater for students’ questions. In these unscripted moments, teachers used their professional digital competence to address the invasion in real time and enable students to find and reflect critically on information about the invasion.

• Rindal, Ulrikke; Brevik, Lisbeth M.; White, Mark Christopher & Germundson, Christine Fossen (2025). Student experiences of English teaching in Norway. Acta Didactica Norden (ADNO). 19(1). doi: 10.5617/adno.11921. Fulltekst i vitenarkiv Vis sammendrag

  In a society with reports of increasing mental health challenges and decreasing school motivation, English teachers are tasked with developing the English proficiency of students who simultaneously access an abundance of English-language content in mass and social media. Assuming that students’ reported experiences can give valuable insight into the dynamics of the socially situated language classroom, this study explores students’ experiences of their English instruction. A Tripod survey was administered to three cohorts of lower secondary school students between 2015 and 2022 (N=316), and descriptive statistics were used to explore differences across classrooms, time points, and gender. The results showed that student experiences were, for the most part, in line with teacher instruction that predicts higher student achievement, engagement and motivation. Students reported to experience academic press and personal support from their English teachers to a considerable extent, while boys reported to experience curricular support more than girls. No significant differences were found across time or classrooms or between genders. Rather, considerable within-classroom variation highlights the individual student and the role of the English teacher in the socially situated practice of classroom instruction. A negative development in the reported intelligibility of the teacher’s spoken English from pre- to post-Covid-19 suggests the importance of the personal and academic communication between students and teachers when they are physically present together in the classroom. The study highlights the need to focus on the role of the English teacher in a society with a considerable presence of English.

• Kure, Astrid Elisabeth; Blikstad-Balas, Marte & Brevik, Lisbeth M. (2025). Digital ambitions vs. classroom reality in Norwegian lower secondary schools: What digital competencies are students developing over time? Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 153. doi: 10.1016/j.tate.2024.104843. Fulltekst i vitenarkiv Vis sammendrag

  Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons (N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of digital skills in highly digitalised schools. Despite a slight increase in digital skills after the 2020 reform, our findings indicate that digital ambitions in the curriculum were not reflected in classroom reality.

• Brantmeier, Cindy; Agyepong, Dorothy Pokua; Dube, Amanda; Strube, Michael; Rheenen, Jacaranda Van & Wills, Jessie [Vis alle 14 forfattere av denne artikkelen] (2025). L2 Reading in Healthcare Contexts: Informed Research Methods with Language Diverse Patients. Reading in a Foreign Language. ISSN 0264-2425. 37(1), s. 1–26. doi: 10.64152/10125/67508. Fulltekst i vitenarkiv Vis sammendrag

  This study is a renewed effort for applying theory and research in Applied Linguistics (ApL) to today’s healthcare needs. Previously, to analyze language use with linguistically diverse patients during the COVID-19 pandemic, researchers bridged self-assessment (SA) research in ApL to Public Health through the development of an instrument used with 338 healthcare workers (Brantmeier et al., 2021). SA was previously researched in second language (L2) studies with a contextualized, criterion-referenced instrument where learners self-diagnose strengths and weaknesses across language abilities. Studies validated the relationship between the SA instrument and language achievement (Brantmeier, 2005; 2006; Brantmeier & Vanderplank, 2008; Brantmeier et al., 2012; Liu & Brantmeier, 2019). The present study uses a subset of data (Brantmeier et al., 2021) to highlight findings related to reading and substantiates the need for research-based understandings of second and foreign language reading in healthcare contexts.

• Dodou, Katherina & Brevik, Lisbeth M. (2025). From pages to practice: 10 years of teaching literature in English classes in Norwegian lower secondary school. Reading Research Quarterly. ISSN 0034-0553. 60(4). doi: 10.1002/rrq.70039. Fulltekst i vitenarkiv Vis sammendrag

  Having opportunities to work with literary texts in language teaching is crucial to promoting students’ language development, general education and personal growth. Despite the recognised importance of reading literary texts in research and in policy, to date little is known about the frequency and characteristics of literature instruction in the teaching of English as a second, foreign or additional language. To illuminate classroom practices, this large-scale, longitudinal, video-observation study of naturally occurring English instruction in Norway examines to what extent students read literature in the classroom, what kinds of literary texts are read, and what opportunities teachers create for students to explore those texts across 200 lessons. The study involves lower secondary English teaching in 43 classrooms during the past decade (2015–24) and integrates a quantitative mapping of the presence and forms of the literature read with a qualitative analysis of the literature lessons using an observation protocol for exploration in teaching. The results indicate that literary texts were often included in English teaching and that their presence was consistent over time. However, there may be a need to support teachers in implementing in-depth explorations of literary texts that can foster students’ engaged, reflective and multilayered literary reading and response.

• Sandsør, Astrid Marie Jorde & Brevik, Lisbeth M. (2024). Gender gaps in English as a second language over time: a shift in favour of boys. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. s. 1–24. doi: 10.1080/0969594X.2024.2423151. Fulltekst i vitenarkiv Vis sammendrag

  Increasing evidence across countries has highlighted the improvement in girls’ educational performance relative to boys’ performance. This study investigated the development of gender gaps in English as a second or additional languagewith L2 population-level data from Norway, covering 1,101,807 students from 2007 to 2018. Using national tests in L2 English language proficiency at ages 10 and 13, we found a gradual shift in favour of boys, with boys outperforming girls by 0.12–0.16 standard deviations in 2018. When using high-stakes overall achievement and exam grades in written and oral L2 English language proficiency, measured at age 15, girls continued to outperform boys, with no such shift. However, when comparing gender differences in L2 English relative to L1 Norwegian (official language, national reading tests and grades), all measures shifted in favour of boys. These findings suggest that boys’ earlier gains in L2 English may also have improved their grades, although not sufficiently to decrease the gender gap.

• Ahmadian, Shilan; Brevik, Lisbeth M. & Öhrn, Elisabet (2024). Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 40(6), s. 2715–2734. doi: 10.1111/jcal.13006. Fulltekst i vitenarkiv
• Evertsen, Ingrid & Brevik, Lisbeth M. (2024). Life skills education in secondary language classrooms: Empathy, communication and interpersonal relations. Journal of Curriculum Studies. ISSN 0022-0272. 57(2), s. 164–183. doi: 10.1080/00220272.2024.2436383. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). Student teachers as co-researchers: connecting research and education in the Co-research model. I Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Red.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. s. 116–130. doi: 10.4324/9781032693798-10. Fulltekst i vitenarkiv Vis sammendrag

  ‘Student teachers as co-researchers’ is an innovation that connects research and education. This chapter presents the Co-research model, targeted at student teachers in the five-year integrated teacher education (TE) program at the University of Oslo, who were invited into ongoing research projects as part of their master’s (MA) specialization. The innovation was piloted in 2015–2017 and implemented since 2018. The Co-research model builds on and extends the notion of research-based education, moving from student teachers’ consumption of research, toward their active engagement with and in research. As co-researchers, student teachers examine naturally occurring classroom practices from lower and upper secondary school alongside researchers. This chapter presents a longitudinal study on the Co-research model in TE, drawing on the voices and perspectives of co-researchers from cohorts across seven years (2016–2023) through analysis of course evaluations, student teachers’ written reflective quotes as well as dissemination in terms of seminar and conference presentations, trial lectures, project meetings, interviews, podcasts, and blog posts. The Co-research model provides collaboration between student teachers, lecturers, researchers, and engineers for a joint investigation of classroom research, highly relevant for future practices both as teachers in school and researchers in academia.

• Ahmadian, Shilan & Brevik, Lisbeth M. (2024). This Land Is My Land: Teachers’ Integration of Game and Novel in English Instruction. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 40(5), s. 2190–2207. doi: 10.1111/jcal.13012. Fulltekst i vitenarkiv Vis sammendrag

  Background The most recent Norwegian educational reform, in force from 2020, was the first to include games alongside more traditional language learning resources (e.g., novels, films, music) in the English curriculum for secondary school. This educational emphasis on games provided a unique opportunity to examine how games are actually used in secondary English instruction in combination with other resources. Objectives The aim of this study was to investigate how the digital commercial game This Land is My Land was used alongside a printed novel in naturally occurring English instruction in two lower secondary classes during a two-week project labelled ‘The Native American Experience’. Methods Participants involved one teacher, nine student teachers and 52 students (aged 13–14). Using a mixed methods design, we integrated quantitative and qualitative analyses of classroom video recordings (N = 20), screen recordings during gameplay (N = 32), student texts (N = 32) and retrospective student interviews (N = 7). We used the validated Protocol for Language Arts Teaching Observation (PLATO; Grossman, 2015) for analyses of video and screen recordings and reflexive thematic analysis (Braun & Clarke, 2022) of student texts and interviews. Results and Conclusions The combination of digital game and printed novel during English instruction provided a dual perspective on the Native American experience. While the novel provided a window for observing the topic historically, the game provided a playground to experience the topic interactively. Although the combination of game and novel offered students different perspectives on the Native American experience, we identified missed opportunities for those who gamed before reading, whereas students who read before gameplay used their knowledge from the novel when they engaged with the game content. In the broader context of educational technology and language instruction, this study identified how to combine digital and traditional literacies that acknowledge students' prior knowledge with diverse literacies.

• Brevik, Lisbeth M. (2023). A ‘Mixed Methods Way of Thinking’ in Game-based Research Integrations. I Poth, Cheryl (Red.), The Sage Handbook of Mixed Methods Research Design. Sage Publications. ISSN 9781529723960. Fulltekst i vitenarkiv
• Uvsløkk, Julie Casoli & Brevik, Lisbeth M. (2023). Intercultural approaches to second and foreign language instruction: A longitudinal video study. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 134. doi: 10.1016/j.tate.2023.104309. Fulltekst i vitenarkiv Vis sammendrag

  Despite international recommendations, there is little evidence of teachers’ intercultural approaches to language instruction. Combining video recordings and teacher interviews in Norway, this study found that intercultural approaches to teaching were more prominent in English instruction than in French instruction. We observed teaching practices prioritising intercultural knowledge and critical understanding over skills, attitudes and values. These findings provide critical insight into intercultural language instruction. One aspect that makes this study unique is the duration of data collection over seven years. It is also a strength that the study followed the same two teachers over this long period of time.

• Brevik, Lisbeth M. & Buchholtz, Nils (2022). The use of mixed methods to study language learning beyond the classroom. I Reinders, Hayo; Lai, Chun & Sundqvist, Pia (Red.), The Routledge handbook of language learning and teaching beyond the classroom. Routledge. ISSN 9781003048169. doi: 10.4324/9781003048169-28. Fulltekst i vitenarkiv Vis sammendrag

  Mixed methods has gained prominence as a research approach within a range of applied disciplines, including language learning. This chapter proposes that mixed methods research is relevant as a way of conducting robust enquiry concerning the role of language learning beyond the classroom (LBC). This is partially because study of authentic practices involves human subjects and is heavily dependent on context. In this chapter, the mixed methods approach is conceptualised as more than a simple combination of qualitative and quantitative methods; to enrich our understanding of LBC research, further analysis should involve an integration of the two types of data. We present a mixed methods way of thinking as a key construct and delve into multiple perspectives and integration as key issues facing LBC researchers and practitioners. We present empirical studies from around the world to illustrate the current state of mixed methods research in LBC contexts and implications for theory and practice. Finally, we discuss the added value of mixed methods approaches to indicate future directions of enquiry in the field of LBC.

• Kure, Astrid Elisabeth; Brevik, Lisbeth M. & Blikstad-Balas, Marte (2022). Digital skills critical for education: Video analysis of students' technology use in Norwegian secondary English classrooms. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 39 (1), s. 269–285. doi: 10.1111/jcal.12745. Fulltekst i vitenarkiv Vis sammendrag

  Background: Globally, digital skills are a crucial aspect of education that schoolsshould develop systematically. Research on digital skills tends to be measured usingself-reports, performance tests or interventions. There is less knowledge about stu-dent and teacher uptake of technology in school, making it important to investigatethe actual use of technology and digital skills in authentic classroom settings. Objectives:This study contributes unique baseline data concerning students' use oftechnology and digital skills across mandatory English courses in real classroom set-tings in secondary schools in Norway over time. Methods:The study adapted a national framework for digital skills into an observa-tion protocol. With it, this study analysed videos from 60 naturally occurring Englishlessons in 13 English classes at seven lower secondary schools over two school years(grades 9 and 10), following 186 students (aged 13–15) and 10 teachers. Results and Conclusions:Students used digital skills critical for education in half ofthe video-recorded English lessons, with more digital skill use at some schools overtime. The main finding across classrooms and school years regards students' use ofbasic, not advanced, digital skills. Takeaways:Although teachers provide opportunities for students to use digital skillsin school, more advanced skills are needed. This work calls for continued use of videorecordings to provide systematic comparisons of potential shifts in students' digitalskills in real English secondary classroom settings over time.

• Brevik, Lisbeth M. & Holm, Thea (2022). Affinity and the classroom: informal and formal L2 learning. ELT Journal. ISSN 0951-0893. 77(1), s. 83–93. doi: 10.1093/elt/ccac012. Fulltekst i vitenarkiv Vis sammendrag

  Abstract Connecting informal and formal language teaching and learning has gained prominence as a way to understand language development among teenagers, but questions remain regarding its application in L2 contexts. This study investigates the significance of such connections in two L2 English classes taught by the same teacher, where students were learning English during a technology-based project, the Time Traveller. We collected data during three weeks of fieldwork at a Norwegian secondary school. We found that informal and formal language teaching and learning were connected in two ways: the students’ use of English outside school was primarily linked to online game play and social media, and the teacher was able to design activities that extended her students’ existing affinity space, resulting in the students using English in the classroom more frequently and more confidently than before. Implications include the importance of understanding students’ informal language learning to rethink L2 teaching practices.

• Eriksen, Tone Malmstedt & Brevik, Lisbeth M. (2022). Developing a “Research Literacy Way of Thinking” in Initial Teacher Education: Students as Co-researchers. I Menter, Ian (Red.), The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan. ISSN 9783031161926. s. 1–26. doi: 10.1007/978-3-030-59533-3_9-1. Fulltekst i vitenarkiv
• Bakken, Jonas & Brevik, Lisbeth M. (2022). Challenging the Notion of CLIL Elitism: A Study of Secondary School Students' Motivation for Choosing CLIL in Norway. TESOL Quarterly. ISSN 0039-8322. 57(4), s. 1091–1114. doi: 10.1002/tesq.3173. Fulltekst i vitenarkiv Vis sammendrag

  Content and Language Integrated Learning (CLIL) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio-economic status (SES) choose to apply for a CLIL program. A content analysis was conducted of 85 motivation letters written by students as part of the application process to two CLIL programs in Norway and of focus group interviews with 102 students during their first, second, or third years in these programs. The findings showed that the main motivation for applying to a CLIL program at both schools was to improve English competence and be part of a positive, bilingual, and challenging learning environment. There were also important differences. For students at the school with high SES, the program was a good fit for their already internationally oriented lifestyle. However, students at the school with low SES perceived CLIL as a step toward a brighter future through social mobility. These results show that a discussion of the possible elitism of CLIL education cannot be based solely on a comparison between the motivations and academic achievements of students inside and outside CLIL programs.

• 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. s. 196–212. doi: 10.4324/9780429432828-16. Fulltekst i vitenarkiv Vis sammendrag

  This chapter proposes that the emergent multiphase design can be conceptualized as an integrated mixed methods approach for conducting language research. There has been interest in students’ first language (L1) and second language (L2) use and development in and outside of school. The emergent multiphase design is a way of conducting robust longitudinal inquiry within this topic. This is, in part, because, although a mixed methods research design 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, wherein each phase influences the next and wherein some decisions can be made during the research process. The emergent design is particularly relevant for the exploration of unexpected outcomes, and this chapter focuses on such outcomes in the form of empirical data concerning secondary school students’ use of English outside school, their English proficiency, and the status of English in the youth culture with which they identify.

• 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. Fulltekst i vitenarkiv 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.

• 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. Fulltekst i vitenarkiv Vis sammendrag

  Skjermopptak av det som gjøres på datamaskiner eller nettbrett, er en relativt ny datainnsamlingsmetode innenfor klasseromsforskning. Dette gir unike muligheter for å få et detaljert bilde av aktiviteter og arbeidsprosesser som utføres på maskiner både i og utenfor klasserommet. I dette kapitlet beskriver vi hva som kjennetegner skjermopptak på et metodologisk og teoretisk plan, hvilke forskningsspørsmål metoden egner seg til å besvare, samt praktiske og etiske vurderinger. Vi illustrerer dette med to av våre egne forskningsprosjekter fra ungdomstrinnet og videregående skole, og også utenfor skolen. Underveis presenterer vi våre erfaringer med innsamling og bruk av skjermopptak i forskning. Til slutt diskuterer vi metodologiske og praktiske hensyn for bruk av skjermopptak som forskningsmetode i og utenfor klasserommet, inkludert masterstudier og doktorgradsstudier.

• 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. Fulltekst i vitenarkiv
• 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 Vis sammendrag

  Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons (N = 60) of naturally occurring instruction over time, with a survey of students’ (N = 179) experiences of their teachers’ language practices. The study reports how languages were used and perceived in seven classrooms across Grades 9–10. Findings indicate three main patterns. First, there was considerable variation in language use in these classrooms, which seemed dependent on the teacher rather than students and school. Second, there was hardly any use of languages other than the language of schooling (Norwegian) and the target language (English), but a few references to linguistic repertoires signalled a focus on multilingualism in some classrooms. Third, survey data indicate that students perceived teachers’ use of Norwegian, regardless of amount, helpful. The study demonstrates teachers’ and students’ balancing of target language exposure with the need for other languages, even with extensive variation in the use of English and Norwegian and infrequent references to students’ other linguistic repertoires in most classrooms.

• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Skarpaas, Kaja Granum & Isaksen, Anja Ramfjord (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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2022). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISBN 9788215032283. 244 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Korbøl, Karsten; Eiene, Sarah Margrethe Øverlie; Stordrange, Guro & Stave, Åse Eikill [Vis alle 8 forfattere av denne artikkelen] (2026). Skolens tilstand: Digital lesing i en analog skole? Hva sier ny forskning om det digitales plass i skolen, og hvordan kan skolen ta ansvar for både lesing, læring og digital danning? Fulltekst i vitenarkiv Vis sammendrag

  PC, mobil, KI og internett er blitt en del av elevenes hverdag, både i og utenfor skolen. Samtidig vokser ønsket om å skjerme klasserommet fra det digitale, av hensyn til konsentrasjon, læring og trivsel. Vi har på kort tid gjort en kraftig u-sving i det offentlige og politiske ordskiftet. Fra et ønske om én-til-én dekning og heldigitale læremidler, tar mange nå til orde for at det digitale skal begrenses og at mye lesing og læring skal skje analogt. I det femte møtet i Skolens tilstand stiller vi spørsmål om hva som er i ferd med å skje med ambisjonene om digital kompetanse og leseferdigheter som er relevante også i en hverdag der mye skal leses på skjerm. Hvis skolen lukker døren for digitale verktøy, hvem skal da lære elevene å forstå og håndtere dem? Hva krever dagens læreplaner når det kommer til digital teknologi og digital lesing?

• Blikstad-Balas, Marte; Stordrange, Guro; Stave, Åse Eikill; Magnusson, Camilla Gudmundsdatter; Tengberg, Michael & Brevik, Lisbeth M. (2026). Symposium: Tekster på skjerm, papir og via lyd - hva slags lesing finner vi i norsktimene på ungdomstrinnet? Fulltekst i vitenarkiv
• Heie, Magnus; Elgen, Annie Karoline; Dodou, Katherina & Brevik, Lisbeth M. (2026). – Teknologien kan ikke tenke for deg - Forskningsnytt. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Blystad, Julie Borge (2026). Før fikk de kritikk for ikke å lese. Nå får de kritikk for å lese på feil språk. [Internet]. Psykologisk.no. doi: https:/psykologisk.no/2026/04/for-fikk-de-kritikk-for-ikke-a-lese-na-far-de-kritikk-for-a-lese-pa-feil-sprak/. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2026). Hvordan har lærerne tatt i bruk de nye læreplanene? Fulltekst i vitenarkiv Vis sammendrag

  I dette webinaret presenteres sentrale funn fra et av prosjektene (EDUCATE) som inngår i den nasjonale evalueringen av fagfornyelsen (EVAFF). Prosjektet har fulgt læreres undervisning over tid etter innføringen av nye læreplaner. Vi skal også diskutere om funnene er gjenkjennbare, og hvordan skolen kan og bør bruke funnene fra prosjektet.

• Brevik, Lisbeth M. & Suhr, Mai Lill (2026). EDUCATE hovedfunn for naturfag i grunnskolen, ungdomsskolen og på videregående. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Eiene, Sarah Margrethe Øverlie; Isaksen, Anja Ramfjord; Elgen, Annie Karoline; Dodou, Katherina & Skarpaas, Kaja Granum (2026). Digital expectations vs. classroom reality in Nordic and European secondary classrooms: The importance of digital life skills, digital responsibility and student voices. Fulltekst i vitenarkiv Vis sammendrag

  In today’s digitalised society, the role of digitalisation is greater than ever. As digital technologies and Generative AI increasingly influence the lives and learning experience of young people, concerns about their ICT skills, screen usage and life skills have become commonly debated topics (Munthe et al., 2022). Students are expected to have sufficient – or even high – digital competence, be resilient, critical thinkers capable of identifying misinformation, amongst other challenges in a highly digital English-speaking world. Research indicates that students should develop into responsible technology users (Choi, 2016; Kure et al., 2025), while they also face challenges related to social media and technology, such as mental health issues, loneliness and exclusion (Holmarsdottir et al., 2024). Despite these insights, there is a lack knowledge of what happens inside the classrooms, including teachers’ and students’ perceptions on these matters. This symposium presents various perspectives of digitalisation in lower and upper secondary classrooms in Norway, England and France across four subjects. By analysing data from video-recorded classroom observations and teacher interviews, we draw on insights from two large-scale longitudinal projects, EDUCATE [AI2.1](Evaluation of the curriculum reform) and LANGUAGES (Language use and instruction across contexts), exploring how digital responsibility, student voices, and digital life skills are characterised and reflected upon in teaching. How can we facilitate the development of responsible technology use in the classroom? Are students becoming responsible users of technology, and what actually occurs inside the classroom in practice? In this symposium, we present four recent studies from Nordic and European classrooms, allowing us the opportunity to explore what actually occurs within today’s classroom. The first study observes and interviews teachers in xx lower secondary English classrooms, revealing that there is clearly an absence of teaching on digital responsibility (Paper 1). The second study contributes with important insights into how English and Norwegian teachers from xx classrooms in Norway understand and teach responsible use of GenAI technologies (Paper 2[AI3.1]). The third study explores 36 lower secondary classrooms of English and French, focusing on the role of technology in making students talk (Paper 3). The final paper presents a study that explores 68 upper secondary English and social science classrooms, highlighting the importance to put digital life skills on the agenda, especially if we aim to develop future responsible future technology users (Paper 4). The findings discussed in the symposium highlight the need to reconsider the approaches to teaching in Nordic and European secondary classrooms to emphasize the importance of embedding digital life skills and digital responsibility into everyday teaching and listening to student voices. We offer valuable insights and implications to research on ICT skills in the digital classroom.

• Brevik, Lisbeth M.; Østrøm, Romy Felicia & Waagbø, Gyda Ulrikke (2026). Unge leser på engelsk! [Radio]. NRK. Fulltekst i vitenarkiv Vis sammendrag

  Unge leser mer, og det er jo bra? Samtidig så foretrekker under to prosent å lese på norsk, og vi lurer på om det er grunn til bekymring. Hva skjer med språket vårt dersom vi bare ser på serier på engelsk, leser bøker på engelsk og bruker engelske ord og uttrykk i hverdagen? Vi får besøk språkforsker Lisbeth Brevik!

• Bjermeland, Monica; Brevik, Lisbeth M. & Dodou, Katherina (2025). Stoltheit og lesing - Forskningsnytt. [Internet]. Utdanningsvitenskapelig Fakultet, Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Engelsklærarar tek like stort ansvar for litteraturundervisinga som norsklærarar, viser ny klasseromforsking. I begge fag les elevane lengre tekstar no enn for ti år sidan.

• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M.; Skarpaas, Kaja Granum; Doetjes, Gerke (Gerard) & Aashamar, Peter Nicolai (2025). The Implementation of Educational Reforms and Changing Classroom Practices. Nordic Journal of Comparative and International Education (NJCIE). 9(4). doi: 10.7577/njcie.6457. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Dahl, Anne; Doetjes, Gerke (Gerard); Aas, Endre Ugelstad & Undheim, Dag Eivind (2025). Tar engelskfaget i forsvar | Klassekampen. [Journal]. Klassekampen . doi: https:/klassekampen.no/artikkel/2025-11-24/tar-engelskfaget-i-forsvar. Fulltekst i vitenarkiv Vis sammendrag

  Skoleforskere mener det vil være lite gjennomtenkt å fjerne engelsk fra timeplanen til de yngste elevene.

• Heie, Magnus; Brevik, Lisbeth M.; Mathé, Nora Elise Hesby & Gudmundsdottir, Greta Björk (2025). Krigsutbruddet i Ukraina endret undervisningen - Forskningsnytt. [Internet]. UiOs nettsider. Fulltekst i vitenarkiv Vis sammendrag

  Forskerne var i klasserommene for å studere noe annet. Så invaderte Russland Ukraina.

• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Sandsør, Astrid Marie Jorde; Jensen, Fredrik & Jenset, Inga Staal (2025). Skolens tilstand: Hva er galt med skoledebatten? doi: https:/www.uio.no/om/aktuelt/universitetsplassen/domus-bibliotheca/arrangementer/2025/skolens-tilstand-hva-er-galt-med-skoledebatten. Fulltekst i vitenarkiv
• Grung, Simen & Brevik, Lisbeth M. (2025). The ‘Wicked Problem’ of Assessment: A Mixed Methods Approach to Understanding Formative Assessment in Norway. Fulltekst i vitenarkiv Vis sammendrag

  Greene’s (2007) ‘mixed methods way of thinking’ has established the value of capturing various voices and perspectives—and the differences between them—when studying complex phenomena. First, this paper frames formative assessment in Norwegian education as a ‘wicked problem’ and how the affordances of a mixed methods approach to investigating changes in formative assessment can inform a deeper understanding and provide better solutions to shape such practice. Second, we argue how purposeful integration of different types of data can inform changes in assessment over time, and how acknowledging and valuing multiple voices shape our understanding of complex social phenomena, such as assessment within a given context.

• Gregers, Tone Fredsvik; Langford, Malcolm; Maasø, Arnt; Brevik, Lisbeth M.; Mjaaland, Marius & Mirmotahari, Omid [Vis alle 25 forfattere av denne artikkelen] (2025). Utdanningskvalitet: Hva kan vi forvente av UiOs framtidige rektorteam? Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Dalland, Cecilie Pedersen; Evertsen, Ingrid; Flø, Ellen Egeland & Stovner, Roar Bakken (2025). Skolens tilstand: Har skolen egentlig blitt mer teoretisk? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2025). Invited talk: Languages across contexts: Opportunities for student talk in language classes in Norway, France and England. Fulltekst i vitenarkiv
• Molway, Laura Jane; Brevik, Lisbeth M. & Eiene, Sarah Margrethe Øverlie (2024). Invited talk: Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts. Fulltekst i vitenarkiv
• Brøyn, Tore; Fandrem, Hildegunn; Nygaard, Egil & Brevik, Lisbeth M. (2024). Effekten av folkehelse og livsmestring. [Journal]. Bedre Skole. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Gudmundsdottir, Greta Björk (2024). Innspillsmøte om folkehelse og livsmestring. Fulltekst i vitenarkiv
• Evertsen, Ingrid & Brevik, Lisbeth M. (2024). Livsmestring i engelsk og norsk - empati, kommunikasjon og relasjoner. Bedre Skole. ISSN 0802-183X. 4, s. 28–33. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). Invitert innlegg: EDUCATE i lys av mangfold, inkludering og utdanning. Fulltekst i vitenarkiv
• Brøyn, Tore; Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2024). Det digitale klasserommet - ikke så digitalt som du tror. [Journal]. Bedre Skole. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). Plenary: Why do we need mixed methods research when studying language in education? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). Invitert innlegg: Literature review i PhD-prosjekter. Metodiske og praktiske aspekter. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Klette, Kirsti; Mathé, Nora Elise Hesby; Selling, Alexander Jonas Viktor & Ahmadian, Shilan [Vis alle 7 forfattere av denne artikkelen] (2024). Skolens tilstand: Hva skjer i norske klasserom? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Ahmadian, Shilan (2024). Conferenec paper: Teachers’ integration of game and novel in English instruction: A video-observation study. Fulltekst i vitenarkiv
• Eiene, Sarah Margrethe Øverlie & Brevik, Lisbeth M. (2024). Fluid multilingualism: Opportunities for student talk in language lessons in Norway, France and England. Fulltekst i vitenarkiv
• Olonisakin, Funmi; Palumbo, Lucas; Smidt, Sam; Brevik, Lisbeth M.; Dragland, Kristine & Eriksen, Maja Kristine (2024). Circle U: A vision for Transnational Education in Africa. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Blikstad-Balas, Marte; Gudmundsdottir, Greta Björk; Ulfat, Nasrin & Gamlem, Siv Therese Måseidvåg (2024). Skolens tilstand: Hva vet vi nå om det digitale klasserommet? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). EDUCATE - Digital kompetanse. Fulltekst i vitenarkiv
• Dodou, Katherina & Brevik, Lisbeth M. (2024). Utforskande litteraturundervisning + estetiskt-produktiva angreppssätt = sant? Fulltekst i vitenarkiv
• Dodou, Katherina & Brevik, Lisbeth M. (2024). The teaching of literature in English in Norwegian lower secondary classrooms: Findings from a large-scale video-observation study. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Sundgot-Borgen, Christine; Pedersen, Cathrine; Daus, Stephan; Gjerustad, Cay & Vestad, Lene [Vis alle 9 forfattere av denne artikkelen] (2024). Folkehelse og livsmestring – Hvordan få best mulig effekt for elevene. Skolelederen. ISSN 0802-2062. 3, s. 52–55. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2024). Plenary: A mixed methods way of thinking about research designs in language education. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2024). Invitert innlegg: Hva vet vi om det digitale klasserommet? Gir grunnopplæringa eleven god digital kompetanse? Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk & Brevik, Lisbeth M. (2024). Invitert innlegg: Digital kompetanse i fagene i det heldigitale klasserommet. Fulltekst i vitenarkiv
• Magnusson, Camilla Gudmundsdatter; Dodou, Katherina & Brevik, Lisbeth M. (2023). Det leses mye autentisk litteratur i norske klasserom. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Krüger, Andrea (2023). Livsmestring i skolen. [Radio]. NRK EKKO P2. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2023). Webinar: Hvordan fungerer livsmestring i norske klasserom? [Internet]. Utdanningsforbundet. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2023). Slik kan du jobbe med utforsking i dine fag. Bedre Skole. ISSN 0802-183X. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Pollen, Birgitte Oppegaard & Heie, Magnus (2023). Ny rapport: Hvordan mestrer elevene livet i 8. klasse? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Doetjes, Gerke (Gerard) (2023). Keynote. EDUCATE: Klasseromsforskernes blikk på livsmestring i engelsk- og fremmedspråkundervisningen. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2023). Rekk opp hånda! Hvordan ser fagfornyelsen ut i klasserommet? [Internet]. Rekk opp hånda!. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Gudmundsdottir, Greta Björk (2023). Undervisning om livsmestring – lærerne har tatt oppgaven på alvor. Bedre Skole. ISSN 0802-183X. s. 42–47. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Mathé, Nora Elise Hesby; Dodou, Katherina & Barreng, Rebecca Linnéa Söderström [Vis alle 11 forfattere av denne artikkelen] (2023). Hvordan fungerer livsmestring i norske klasserom? Fulltekst i vitenarkiv
• Myhill, Debra; Dingwall, Nicole; Ghimenton, Anna & Brevik, Lisbeth M. (2023). From talk to text. Ethical representations of participant voice. Fulltekst i vitenarkiv Vis sammendrag

  The choice of interview as a research tool is usually made because of the particular affordances of an in-person conversation, in contrast to a questionnaire or written documentation. Each interview is a unique social interaction, and the goal of interview research tends to be particularity, contextualisation and nuance, rather than simplistic generalisations. Research interviews, therefore, allow for an in-depth exploration of participants’ perspectives on the research issue, offering of ‘an understanding of the world from the subjects’ points of view, to unfold the meaning of peoples’ experiences’ (Kvale,1996, p. 1). The direct interaction between interviewer and interviewee, occurring in real time, generates flexibility, allowing the interviewer to ‘press not only for complete answers but for responses about complex and deep issues’ (Cohen et al., 2018, p. 506). Crucially, interviews give voice to the participants: rather than being obliged to use closed responses, such as a scale or multiple-choice questions, participants respond ‘using their own words’ (Braun & Clarke, 2013, p. 78). So, for researchers keen to understand human situations, contexts and phenomena, interviews seem to be a wholly appropriate choice to fully represent the complexity of human thinking, behaviours and actions. However, it is important to think critically about the ethics of representation when presenting data from interviews. Many articles make claims about their interview data: for example, that they ‘offer a more accurate assessment of the impact of life events on any individual’ (Fallon, 2008, p .387). Whilst this may be true, there is an ethical responsibility on the researcher to ensure that participant voices are represented as accurately as possible, avoiding bias, partial representation or cherry-picking of the data. Drawing on interview data from an international comparative study funded by the Norwegian Research Council, which is comparing language use and instruction across contexts (‘LANGUAGES’), this presentation will examine the ethics of representation when using interview data among teachers and students in secondary school in three different countries: Norway, England and France. It will do this in two ways. Firstly, we will consider how the design of the interview schedule and the data collection process is intrinsically linked to ensuring the integrity of representation – particularly in relation to interviewing technique, transcription decisions, and methods of data analysis. Secondly, we will address how participants’ voices should be represented in publications, notably the clarity of the link between data analysis processes and form of data presentation; how quotations will be used and the contextualisation of quotations; and direct attention to contradictions in individual participants’ data, plural and sometimes contrasting voices, and alternative perspectives between participants (e.g. teachers and students in the same class).

• Molway, Laura; Funova, Adéla; Fohr-Prigent, Estelle; Haukås, Åsta & Brevik, Lisbeth M. (2023). Unpacking student perspectives. Comparing multilingual attitudes and experiences with foreign language teaching. Fulltekst i vitenarkiv Vis sammendrag

  Second and foreign language education is key to fostering global citizens able to comprehend and appreciate linguistic and cultural diversity (Haukås et al., 2021). However, in some European countries, the number of students wanting to study additional languages in secondary school has seen a sharp drop (Norwegian National Centre for Foreign Languages in Education, 2021; Tinsley, 2019). Despite governing bodies’ efforts to encourage student enrolment in such classes, some students do not consider it necessary to study an additional language (Tinsley, 2019). Moreover, when students choose to study additional languages, there is a concern that the teaching is decontextualized and rarely authentic (Storch & Sato, 2020; Vold, 2022). These studies indicate a need for research focusing on students’ own perspectives on multilingualism to understand how to bring about change. In this paper, we present findings from the large-scale European LANGUAGES project. Drawing on student surveys, the presentation focussed on unpacking the student perspective on multilingualism; secondary school students’ attitudes towards multilingualism and their experiences with language lessons. We present findings among students who study English as a second or foreign language in France and Norway, and students who study French as a foreign language in England and Norway. The findings are based on analyses from two internationally validated student surveys: (1) the Ungspråk survey, where students express their attitudes towards multilingualism and views of their current multilingual selves (Haukås et al., 2021), and (2) the Tripod 7C’s survey where the same students report their experiences with curricular support in language lessons, in terms of how these lessons spark and maintain their interest in learning English or French, and the extent to which they find that their language teachers have designed stimulating lessons that facilitate active student participation (Ferguson, 2012; Molway, 2021). By comparing students’ perspectives on multilingualism and language education in widely different countries and contexts, we are able to highlight trends across two language subjects and identifying key factors for students’ attitudes and experiences with multilingualism. These findings will help identify what it might take to change learners’ perspectives towards multilingual education across very different school settings.

• Vold, Eva Thue; Grung, Simen; Wold, Stephanie Hazel Grønstad & Brevik, Lisbeth M. (2023). Comparing students’ proficiency levels in English and French across contexts. Fulltekst i vitenarkiv Vis sammendrag

  The large-scale empirical research project LANGUAGES aims to compare language teaching policies, methodologies and outcomes for secondary school learners (aged 13-15) of English and French in three European countries: England, France and Norway. English and French have different statuses in these countries: depending on the context, they are first, second or foreign languages. In addition, students’ language proficiency in second and foreign languages is known to vary extensively across contexts (European Commission, 2012). In order to conduct meaningful cross-context comparisons, the LANGUAGES research team needed valid and reliable measures of language proficiency. Altogether, the selected tests needed to offer comparable data and be appropriate for adolescent learners of French and English in each country at different levels. In terms of the Common European Framework of Reference (CEFR) levels, we expected proficiency to vary from the pre-A1 level (Norwegian and English learners of French), via A, B and possibly C-levels (Norwegian and French learners of English), to native speaker competence. For feasibility reasons, the tests also needed to be relatively quick and easy to conduct. This paper discusses the challenges with selecting and using standardised tests developed for specific languages and contexts, and combining them into a battery of tests that would allow for cross-context comparisons. We will discuss how and why we decided to use standardised reading comprehension tests that were aligned with the CEFR levels (the Evalang tests for English) in combination with a new vocabulary test that we developed specifically for the LANGUAGES project in order to cover the pre-A1 level, building on existing resources and tests (Cobb, n.d.; Meara & Milton, 2003). In the paper, we present findings from the first year of the project, with data gathered from students (aged 13-15) in French and English classes. The contribution outlines key characteristics of each national context and presents a comparison of the estimated proficiency levels achieved in French and English by students in each country. Implications for the refinement of language attainment comparisons across national contexts are discussed, alongside the potential for such tests to inform language teaching policy and practice.

• Fohr-Prigent, Estelle; Haukås, Åsta; Brevik, Lisbeth M. & Vold, Eva Thue (2023). Languages in the classroom: teachers’ perspectives. Fulltekst i vitenarkiv Vis sammendrag

  Second and foreign language teaching has slowly started to steer away from the monolingual ‘dogma’ (Butzkamm, 2003), by welcoming the first language (L1) and students’ additional language resources in the second and foreign language classroom (De Angelis, 2011; Haukås, 2016; Macaro, 2001; Molway, 2021). Furthermore, governing bodies in countries such as France (MEN, 2020), England (Ofsted, 2021) and Norway (NDET, 2020) encourage teachers to use students’ multilingual repertoire. However, little is known about the connection between teachers’ beliefs about multilingualism and how it actually translates into the multilingual classroom. In this paper, we present findings from the international LANGUAGES project. Drawing on teacher surveys and video-recorded lessons, the presentation will focus on teachers’ perspective on multilingualism; English and French teachers’ attitudes towards multilingualism and their teaching practices in second and foreign language classrooms. We present findings among teachers of English as a second or foreign language in France and Norway, and teachers of French as a foreign language in England and Norway, based on two datasets: (1) the Multiteach survey, where teachers express their attitudes towards and experiences with multilingualism, and (2) video-recorded lessons, to see whether and how they encourage the use of L1 or other languages than the target language in their lessons. Comparing teachers’ perspectives on multilingualism and actual second or foreign language teaching, our analysis provides a unique perspective on two language subjects across three countries revealing traditions within each education system, as well as similarities and differences across contexts related to language policy, recommendations from national curricula, teachers’ beliefs, and actual classroom teaching. The findings provide important insight concerning opportunities and challenges for language teachers, teacher educators and policy-makers across multilingual contexts.

• Fohr-Prigent, Estelle; Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M.; Haukås, Åsta; Cohen, Cathy & Funova, Adéla [Vis alle 7 forfattere av denne artikkelen] (2023). Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts. Fulltekst i vitenarkiv Vis sammendrag

  It is generally agreed that embracing linguistic diversity in education is a key part of developing inclusive societies that respect diversity and difference (Council of Europe, 2008). However, scholars have expressed concern about the lack of a multilingual pedagogy in the classroom that includes and draws on all students’ existing language resources, whether home languages or additional ones (Cenoz & Gorter, 2017). This paper provides new knowledge by reporting on multiple datasets from an international project, combining a student perspective and an observed perspective on students’ language resources and the actual use of these resources in language lessons in three countries. The project aims to spotlight the role that teaching plays in developing students’ ability to communicate in more than one language. The classes in this project were strategically sampled to include language homogeneous and heterogeneous contexts in the three countries and includes eight French classes and eight English classes in each country (n=48), among students aged 13–15 (n=1440). This paper reports on findings from the first year of the project and includes two strands of data to identify the two most linguistically diverse English and Frech classrooms in the LANGUAGES project: (1) the Ungspråk student survey (Haukås et al., 2021), where the project obtained a quantitative and systematic overview of all students’ reported linguistic repertoires, and (2) a well-proven video observation design in the classroom (Brevik, 2019), where the project systematically recorded four consecutive lessons in each language class (n=192). Adopting a mixed-methods approach (Greene, 2007; Tashakkori et al., 2020), this study focuses on the results specifically relating to similarities and differences between students’ reported language repertoire and the use of languages in the classroom. The contribution relates to trends across the three contexts, showing the extent to which the most linguistically diverse classrooms capitalises on students’ diverse language resources.

• Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M.; Cohen, Cathy; Molway, Laura & Funova, Adéla (2023). Diversity and inclusion. Comparing students’ reported languages to actual language use in English and French lessons across countries. Fulltekst i vitenarkiv Vis sammendrag

  It is generally agreed that embracing linguistic diversity in education is a key part of developing inclusive societies that respect diversity and difference (Council of Europe, 2008). However, scholars have expressed concern about the lack of a multilingual pedagogy in the classroom that includes and draws on all students’ existing language resources, whether home languages or additional ones (Auger, 2007; Cenoz & Gorter, 2017). This paper provides new knowledge by reporting on multiple datasets from the LANGUAGES project, combining a student perspective and an observed perspective on students’ language resources and the actual use of these resources in language lessons in England, France and Norway. LANGUAGES is a longitudinal project that examines the teaching and use of English and French within and across three national contexts, where these languages have very different statuses and where students’ language resources and proficiency vary extensively (European Commission, 2012). The project aims to spotlight the role that teaching plays in developing students’ ability to communicate in more than one language. The classes in this project were strategically sampled to include language variety in the three countries and include the four most linguistically diverse French and English classes in each country (n=24 classes), among students aged 13–15. This paper reports on findings from the first year of the project and includes two strands of data: (1) a thoroughly validated student survey (Haukås et al., 2021), where the project obtained a quantitative and systematic overview of all students’ reported linguistic repertoires, and (2) a well-proven video observation design in the classroom (Brevik, 2019), where the project systematically recorded four consecutive lessons in each language class (n=96). Adopting a mixed-methods approach (Greene, 2007; Tashakkori et al., 2020), this study focuses on the results specifically relating to similarities and differences between students’ reported language repertoire and the use of languages in the classroom. The contribution relates to trends across the three contexts, exemplifying teacher practices for capitalising on students’ diverse language resources and identities in the language classroom.

• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk & Bjermeland, Monica (2023). Ny rapport: Læreplanverket er diffust – vil gi lærere tolkningshjelp. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Nipen, Kjersti; Aarnes, Helle & Hole, Kari Mette (2023). OMG! Kidsa er blitt vilt gode i engelsk. WFT? [Journal]. Aftenposten, A-Magasinet. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2022). Medforskning i lærerutdanningen. Bedre Skole. ISSN 0802-183X. 1, s. 52–57. Fulltekst i vitenarkiv
• Kure, Astrid Elisabeth; Ahmadian, Shilan & Brevik, Lisbeth M. (2022). Panel: Time, narrative and technology in English classrooms in Norway. Fulltekst i vitenarkiv 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.; Reedy, Gabriel; Breivik, Jarle; Thune, Taran Mari & Barreng, Rebecca Linnéa Söderström (2022). Circle U. Café Oslo: Driving pedagogical innovation. Fulltekst i vitenarkiv Vis sammendrag

  How can active student engagement in research improve the quality of education? Learn from colleagues at King’s College London and the University of Oslo.

• Brevik, Lisbeth M. (2022). Utfordringer og løsninger ved utformingen av informasjons- og samtykkeskriv i VOGUE-prosjektet. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Using PLATO within and across different school subjects. Fulltekst i vitenarkiv Vis sammendrag

  Lisbeth M Brevik and Nora Mathé present work from their research in several projects using the PLATO instrument to study seven different school subjects in lower secondary school: English as an additional language, Norwegian language arts, modern foreign languages (French, German, Spanish), social studies, science, mathematics, and religion. PLATO has been originally developed as a language arts protocol, but has now been used across these subjects to measure direct instruction. Using the same protocol across subjects provides a unique opportunity for interdisciplinary comparison, which offers a common language with which to understand and discuss instruction within and across subjects. In the presentation we will provide specific examples of similarities and differences between subjects identified through the use of PLATO. In this seminar, Brevik and Mathé describe their work with PLATO as an analytic tool and give examples of the affordances of a common instrument as well as important considerations when using PLATO in this way.

• Brevik, Lisbeth M. & Yri, Jørgen Sørlie (2022). Studentaktivitet som snakkis og som praksis. [Internet]. Pausepraten: live (S2E3). Fulltekst i vitenarkiv
• Breivik, Jarle; Brevik, Lisbeth M.; Funova, Adéla; Steuernagel, Carolina Rau & Sæther, Oline (2022). Studentinvolvering i undervisning og forskning (panelsamtale). Fulltekst i vitenarkiv
• Bjermeland, Monica; Brevik, Lisbeth M.; Blikstad-Balas, Marte & Jordheim, Helge (2022). Språk er livsviktig - ferdig snakka. [Internet]. Podcast Universitetsplassen. Fulltekst i vitenarkiv
• Bakken, Jonas; Brevik, Lisbeth M. & Vold, Eva Thue (2022). Flere vil bli språklektor. Bedre Skole. ISSN 0802-183X. s. 28–33. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Vold, Eva Thue & Myhill, Debra (2022). Å forske på språkundervisning – verdien av å sammenligne undervisning i ulike språkfag på tvers av land. Bedre Skole. ISSN 0802-183X. 3, s. 14–17. Fulltekst i vitenarkiv Vis sammendrag

  Ved å se på språkbruk, språkidentitet og språkundervisning i engelsk- og franskklasserom i Norge, England og Frankrike ønsker LANGUAGES-prosjektet å finne svar på hva som kjennetegner god språkundervisning på tvers av fag og kontekster.

• Brevik, Lisbeth Myklebostad (2022). Studenter som medforskere: Kobling av forskning, undervisning og formidling. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Myhill, Debra; Vold, Eva Thue & Bjermeland, Monica (2022). To be or not to be multilingual. [Internet]. Podcast Læring. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Ahmadian, Shilan (2022). Gamere gjør det ikke dårligere på skolen. Fulltekst i vitenarkiv
• Uvsløkk, Julie Casoli; Vold, Eva Thue & Brevik, Lisbeth M. (2022). Intercultural Competence in Language Subjects in Norwegian Lower Secondary Schools: A Classroom Video Observation Study. Fulltekst i vitenarkiv Vis sammendrag

  In precarious times, seeing each other and seeking to understand each other is a key competence. To deal with inequality and social injustice around the world, it is essential to acquire intercultural “knowledge”, “skills” and “attitudes”, and hence develop “critical cultural awareness” (Byram, 2020, p. 44). These elements are fundamental within the field of intercultural competence. Learning processes focusing on developing students’ intercultural competence are therefore central in making young people reflect on contemporary social challenges. This paper presentation will give an account of the role of intercultural competence in Norwegian lower secondary English and French classrooms. Based on video- observations of 60 English lessons and 45 French lessons in 9th and 10th grades (ages 14-15)—collected by researchers between 2015 and 2017 and showing naturally occurring instruction over two school years at seven lower secondary schools in Norway—we will first quantify the amount of time allotted to work on intercultural competence in these classrooms, then investigate the types of instruction and strategy use that take place in the classrooms. In the analysis of instructional practices, we particularly build on the works of Michael Byram, Darla Deardorff (Deardorff, 2011) and Hild Elisabeth Hoff (Hoff, 2020). Given that there are variations between the English and foreign language curricula in how explicitly they refer to intercultural competence, we expect to find variations between the two subjects when it comes to actual teaching and the extent to which intercultural awareness is an integrated part of classroom discourse. Questions we will explore are: To what degree is intercultural competence taught in French as a foreign language (L3) and English (L2) classes? What can we actually observe? Is intercultural competence an integrated part of foreign/second language teaching, or is it treated separately? Is the focus mainly on Great Britain, the USA, and France, or are other relevant language areas and/or minority cultures also included in the teaching? Are there any common characteristics across the subjects? Are there noticeable differences? Although there is a considerable body of research literature on the concept of intercultural competence and different theoretical models, few studies provide findings based on empirical observations of intercultural competence within second and foreign language classroom teaching. Even fewer studies have compared across different language subjects. Consequently, the findings from this study will contribute to filling a knowledge gap in Nordic educational research.

• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard); Bjermeland, Monica & Nedberg, Gunnhild Grønlid (2022). Ny læreplan er innført: Hvordan tematiserer lærere livsmestring i fagene? [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2022). Research-based teaching, societal needs and academic freedom. Fulltekst i vitenarkiv
• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M. & Mathé, Nora Elise Hesby (2022). Digital dømmekraft i engelsk og samfunnsfag. Fulltekst i vitenarkiv
• Ahmadian, Shilan & Brevik, Lisbeth M. (2022). Conference paper: Benefits and challenges in operationalizing the PLATO element “Use of Authentic Texts in Instruction” in English lessons covering both printed novels and multimodal games. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Main findings from the ETOS project in Norway - student voices and video-recorded lessons. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Holm, Thea (2021). Conference paper: Rethinking English instruction. Engaging vocational students in programming in the English subject. Fulltekst i vitenarkiv 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.; Breivik, Jarle & Maasø, Arnt (2021). Hvordan skape et godt læringsmiljø med hybridundervisning? [Internet]. HF:Studio. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Toraman, Sinem; Smith, Michelle C. Howell; Guetterman, Timothy C.; Johnson, Burke R. & Clark, Vicki L. Plano (2021). Invited mentor: How to Convey the Methodology of Mixed Methods Research in Conference Proposals (invited session). Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Invited workshop: Mixed methods. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Vold, Eva Thue (2021). Forskere i Norge, Frankrike og England skal finne svar på hva som er god språkundervisning. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Mathé, Nora Elise Hesby & Brevik, Lisbeth M. (2021). Forord, Fortellinger om flukt. Universitetsforlaget. ISSN 9788215047614. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Slåen, Åshild (2021). Om gaming og språkbevissthet. [Radio]. NRK kulturnytt. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Key note: Online gaming, fiction and the development of reading comprehension. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Key note: Assessment in CLIL. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Invitert innlegg: Medforsking - Styrker og utfordringer ved deling av video som forskningsdata. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Invited talk: Students as co-researchers - connecting research and education. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Innlegg om digital undervisning. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Myhill, Debra; Cohen, Cathy & Jemsek, Misha (2021). What makes good language instruction? The LANGUAGES project will study classrooms in France, England and Norway to find answers. [Internet]. Faculty of Educational Sciences. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Cohen, Cathy; Myhill, Debra & Jemsek, Misha (2021). Quelles sont les caractéristiques d’un bon enseignement des langues? Le projet LANGUAGES étudiera des classes en France, en Angleterre et en Norvège pour y répondre. [Internet]. Faculty of Educational Sciences. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2021). Invitert innlegg: Medforsking - bakgrunn, erfaringar, gevinstar. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Breivik, Jarle & Maasø, Arnt (2021). Samtale: Hvordan tilrettelegge for hybrid undervisning. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Jemsek, Misha; Myhill, Debra & Cohen, Cathy (2021). Hva er god språkundervisning? LANGUAGES-prosjektet skal undersøke klasseromsundervisning i Frankrike, England og Norge for å finne svar. [Internet]. Institutt for lærerutdanning og skoleforskning. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Lomsdalen, Christian (2021). Om evaluering av fagfornyelsen. [Internet]. Lektor Lomsdalens Innfall. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk & Doetjes, Gerke (Gerard) (2021). EDUCATE skal følge innføringen av fagfornyelsen i fag. [Internet]. Universitetet i Oslo. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Holm, Thea & Christensen, Lina (2020). Hun lar studentene delta i forskningen: – Svært ettertraktet i arbeidslivet. [Journal]. Forskerforum. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2020). Innlegg: Om å lære å lære i Fagfornyelsen. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. (2020). Innlegg: Gutter, gaming og lesing. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Larsen, Christiane Jordheim; Stang, Bendik & Wetås, Åse (2020). Dataspel er ei engelskspråkleg verd. [Journal]. Dag og Tid. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Mathé, Nora Elise Hesby; Stovner, Roar Bakken; Magnusson, Camilla Gudmundsdatter & Dodou, Katherina [Vis alle 8 forfattere av denne artikkelen] (2026). På fagenes premisser: EDUCATE sluttrapport. Evaluering av LK20 i fagene på trinn 4-13: livsmestring, utforsking, digital kompetanse og algoritmisk tenkning. Sluttrapport fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Det utdanningsvitenskapelige fakultet, Universitetet i Oslo . ISSN 9788293847243. doi: https:/www.uv.uio.no/ils/forskning/prosjekter/educate/rapporter/brevik-et-al-(2026)-educate-sluttrapport.pdf. Fulltekst i vitenarkiv
• Stovner, Roar Bakken; Hatlevik, Ove Edvard; Aashamar, Peter Nicolai; Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk & Lid, Gunnar (2025). Å arbeide algoritmisk i matematikk. Algoritmisk tenkning og programmering på 8. trinn, 10. trinn og Vg1.Rapport 5 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 9788294119028. Fulltekst i vitenarkiv
• Stovner, Roar Bakken; Hatlevik, Ove Edvard; Aashamar, Peter Nicolai; Brevik, Lisbeth M. & Gudmundsdottir, Greta Björk (2025). Stovner, R. B., Hatlevik, O. E., Aashamar, P. N., Brevik, L. M., & Gudmundsdottir, G. B. (2025). Å arbeide algoritmisk i matematikk. Algoritmisk tenkning og programmering på 8. trinn, 10. trinn og Vg1.Rapport 5 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. Fulltekst i vitenarkiv
• Uvsløkk, Julie Casoli; Brevik, Lisbeth M. & Vold, Eva Thue (2024). From policy to practice. Framing intercultural competence in naturally occurring English and French instruction in Norway. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This article-based thesis explores the complexities of intercultural competence in Norwegian policy documents and in naturally occurring English and French instruction in lower secondary schools in Norway. The research aim is to investigate how policy documents reflect expectations toward developing English and foreign language students’ intercultural competence in Norwegian lower secondary education and how intercultural competence is addressed in English and French instruction across six schools over time. The thesis responds to several gaps in research on intercultural competence in language learning and teaching. First, it is innovative in systematically comparing intercultural teaching practices of English and French in Norway, which is an underexplored area. Comparing the teaching of the two languages in the Norwegian linguistic and educational context can be illuminating, as English is seen as transitioning from a foreign language to a second language in Norway, while French is seen as a foreign language. Second, it is one of the first studies to observe intercultural teaching practices in naturally occurring English and French instruction in Norway, thus contributing to the research field with findings on how intercultural competence is addressed in language classrooms. Third, it includes a longitudinal perspective: it systematically compares across two curricular reforms (2006 and 2020) and follows two teachers at different collection points over seven years. This longitudinal approach allowed the identification of similarities and differences between the two curricula (LK06 and LK20) and connections between policy and practice. The study has dialectical pluralism as its philosophical underpinning and uses a multimethod design as its overarching methodological principle. This methodological approach was chosen to make room for a variety of perspectives, voices, and contexts, which is essential in a comparative study. The thesis includes three articles that dialogue with one another in multiple ways. Article 1 conducts a thematic document analysis of the national core curricula LK06 and LK20 and the English and foreign language curricula, including preparatory documents. It investigates policymakers’ expectations toward developing students’ intercultural competence in the two subjects and compares the presentations of intercultural competence in the English and foreign language curricula over time. The aim was both to reflect on policymakers’ conceptions of intercultural competence in the curricula and to provide a basis for the observation studies in Articles 2 and 3. The study found that the focus on intercultural perspectives was more important in LK20 than in LK06, but that intercultural competence was equally important in the two subjects for both LK06 and LK20. The study also showed that there was more emphasis on decentering and edifying aspects of intercultural competence than on political aspects and critical cultural awareness in the subject curricula. Article 2 maps which intercultural competence areas are addressed and how in 90 English and French lessons at six schools over two school years, following the same classes in Grades 9 and 10. It systematically compares across the English and French subjects and presents qualitative examples of instructional intercultural topics. The article aims to provide an overview of how intercultural competence is addressed in English and French instruction at the six schools and to prepare the grounds for the case study conducted in Article 3. The study identified intercultural competence in 70 of the 90 lessons. The category of intercultural knowledge and critical understanding was prioritized over the categories of intercultural skills, attitudes, and values, with more diversity in English than in French lessons. The qualitative examples mainly showed that stereotypes were present as well as challenged in both subjects. Article 3 is a case study focusing on the classrooms of one English teacher and one French teacher at one school where intercultural competence was more prominent than in the other schools. The study analyses four consecutive lessons in each language subject each school year during the school years 2015–16, 2016–17, and 2021–22 and includes individual interviews and a focus group interview with the two teachers. The article investigates in-depth how the two teachers use intercultural approaches in their teaching and identifies similarities and differences across the two language subjects from a longitudinal perspective. The study found that teachers’ intercultural approaches to English and French classroom instruction were more prominent and more complex in the English lessons than in the French lessons. Both teachers used strategies that enabled students to adopt intercultural skills and explore intercultural attitudes and values. In sum, the thesis found that intercultural competence was addressed in almost all observed classrooms, both in English and French lessons, with extensive variation across schools and subjects. However, intercultural teaching approaches were more prominent and complex in the English classrooms than in the French classrooms. There is thus a discrepancy between the expectations in LK06 and LK20 – which attribute equal importance to intercultural competence in the English and foreign language curricula – and the observations of more evidence of intercultural competence and instructional approaches addressing such competence in the English lessons than in the French lessons.

• Bjerke, Victora Helen Rustad; Slåtten, Terje; Brevik, Lisbeth M. & Mehmetoglu, Mehmet (2024). Team Learning and Service Innovation - a Mixed Methods Study of Professional Service Firms. Universitetet i Innlandet. ISSN 9788283805116. Fulltekst i vitenarkiv Vis sammendrag

  Professional service firms (PSF’s) are among the fastest-growing industries in the global economy, yet empirical research in this context is limited. To survive in a volatile and competitive environment, PSFs rely on continuous learning and innovative service offerings. At the same time, the widespread use of projects to create value is evident in these types of firms, which amplifies the importance of understanding team dynamics and learning within the team sphere.The overarching aim of this PhD thesis is to contribute new knowledge and understanding of team learning and service innovation in PSFs. Considering continuous learning as a vital factor for successful teams, this empirical research contributes new insight within four main areas: (i) The conceptual understanding of team learning and emergent states in PSF’s and its influence on service innovation. (ii) How external factors in the team’s environment facilitate team learning. (iii) How factors in the internal team climate affect the team’s propensity to engage in team learning, and finally (iv) The value of employing a mixed methods research design to study the complex interplay between team learning and service innovation in PSF’s. Three papers are included in this PhD thesis, all of which are published in high-quality international academic journals and thus contribute to current discourse on the role of teams for innovation in PSFs. The results from this thesis offer guidance to other knowledge-intensive businesses (KIBS) on how to utilize expertise and create value. In addition, this thesis outlines promising directions for future research.

• Gudmundsdottir, Greta Björk; Brevik, Lisbeth M.; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Vis alle 15 forfattere av denne artikkelen] (2024). Å gi rom for variasjon og valgfrihet, mens vi venter på digital dømmekraft. Universitetet i Oslo. ISSN 9788294119011. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Aashamar, Peter Nicolai; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina & Doetjes, Gerard [Vis alle 12 forfattere av denne artikkelen] (2024). Å jobbe utforskende på vg1 og vg2. Den enkelte lærers undervisning har mer å si enn fagenes egenart. Rapport 3 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. ISSN 9789788269243. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Barreng, Rebecca Linnéa Söderström; Dodou, Katherina; Doetjes, Gerke (Gerard) & Evertsen, Ingrid [Vis alle 15 forfattere av denne artikkelen] (2023). Å mestre livet i 8. klasse. Perspektiver på livsmestring i klasserommet i sju fag. Rapport 2 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 9788269249842. Fulltekst i vitenarkiv
• Funova, Adéla; Vold, Eva Thue & Brevik, Lisbeth M. (2023). MA thesis: Exploring Multilingualism in the English Classroom: A comparative study of students’ linguistic repertoires, teacher beliefs about the use of such repertoires and language use in English classrooms in Norway and England. Universitetet i Oslo. Fulltekst i vitenarkiv
• Grung, Simen; Brevik, Lisbeth M. & Vold, Eva Thue (2023). MA thesis: Comparing English reading literacy across borders: A comparative study in Norway, England, and France. Universitetet i Oslo. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Gudmundsdottir, Greta Björk; Doetjes, Gerke (Gerard) & Barreng, Rebecca Linnéa Söderström (2023). Å observere fagfornyelsen i klasserommet. Observasjonsprotokoller for livsmestring, utforsking og digital kompetanse. Å observere fagfornyelsen i klasserommet. Observasjonsprotokoller for livsmestring, utforsking og digital kompetanse. Rapport 1 fra forsknings- og evalueringsprosjektet EDUCATE ved Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo. Universitetet i Oslo. ISSN 9788269249828. Fulltekst i vitenarkiv
• Cini, Andrea; Funova, Adéla; Kaur, Sandeep; Larsen, Kathrine H.; Matar, Melissa & Lund, Rebecca Waters Boldsen [Vis alle 11 forfattere av denne artikkelen] (2023). Conceptualising and operationalising ‘sustainable education’ (Circle U. Think and Do Tank on the Future of Higher Education Insight Paper). Circle U.. Fulltekst i vitenarkiv
• Doetjes, Gerke (Gerard); Brevik, Lisbeth M. & Barreng, Rebecca Linnéa Söderström (2022). Tospråklig opplæring fra et skoleperspektiv. Tilleggsrapport fra Evaluering av tospråklig opplæring i skolen (ETOS-prosjektet). Universitetet i Oslo. ISSN 9788269249811. Fulltekst i vitenarkiv
• Darras, Julie & Brevik, Lisbeth M. (2021). MA thesis: The Benefits of Gaming. Universitetet i Oslo. Fulltekst i vitenarkiv
• Abelvik, Sindre & Brevik, Lisbeth M. (2021). MA thesis: L2 English language use and attitudes among Norwegian gamers - A qualitative case study of how two vocational students in a Norwegian upper secondary school construct meaning in their L2. Universitetet i Oslo. Fulltekst i vitenarkiv
• Almestrand, Vilde & Brevik, Lisbeth M. (2021). MA thesis: ‘Vi switcher ikke, og nå gjorde jeg det vet du, nå sa jeg det’. Code Switching Among Norwegian Teenagers. Universitetet i Oslo. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  This article-based thesis is a linguistic ethnography of the use and positioning of students’ multilingual resources in secondary-level English writing instruction in Norway. The study spans 4 different instructional settings across 2 schools: introductory classes for recent immigrants and accelerated, mainstream, and sheltered streams in general academic studies. Methods include: 7 months of participant observation; video, audio, and screen recording; document collection; language portraits; and stimulated recall interviews with teachers and students. Drawing on ecological and translingual theories of language use, the findings demonstrate possibilities for translingual instructional approaches in linguistically diverse English classrooms, including by building on existing student practices such as translation. However, the thesis also brings attention to limitations in classroom translanguaging. These relate to students’ tendency in the introductory classes to set aside resources that were less prestigious in their previous schooling and, across all settings, to the different positioning of translanguaging that drew on either majoritized or minoritized language resources.

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