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Gyllstad, Henrik; Sundqvist, Pia; Peters, Elke; Rindal, Ulrikke Elisabeth; Skar, Gustaf B. & Ulfat, Nasrin
(2023).
Very young children know L2 English vocabulary – viewing, gaming, YouTube.
Vis sammendrag
This presentation uncovers the relation between young second/foreign language (L2) learners’ English vocabulary knowledge (meaning recognition) and their self-initiated use of English outside school, extramural English (EE, Sundqvist, 2009), and details results relating to individually tested vocabulary target items. To date, research has shown that music, digital games, and TV are important sources of EE (De Wilde et al., 2020; Puimège & Peters, 2019) and indicated gender-related differences in EE use and vocabulary knowledge (Hannibal Jensen, 2017; Sylvén & Sundqvist, 2012), but few studies have targeted very young learners. Data were collected from 60 learners aged 5–6 (grade 1) in Norway, consisting of a learner EE questionnaire (individual and oral administration), a parental questionnaire, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017) based on age-of-acquisition ratings of target items (Kuperman et al., 2012); an “I don’t know” (IDK) option was added. Measurement-wise, the score reliability was somewhat low but acceptable at .79, and the mean item-total correlation was .30. The participants varied widely as to their use of the IDK option (range 0-20; Mean: 3.62; about 30% never used it). Results-wise, despite young age and very little formal instruction in school, participants knew on average 12.32 words (SD=5.13), a finding relevant to teacher practice. Participants who reported playing video games scored higher than non-gamers but only significantly so for specific items. No gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners (the STAGE project).
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Rindal, Ulrikke Elisabeth
(2023).
The role of English for young Norwegians.
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Rindal, Ulrikke Elisabeth
(2023).
Ekstramural engelsk og språkkompetanse: Intervjuer og engelskferdigheter på 1. trinn.
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Rindal, Ulrikke Elisabeth
(2023).
The role of English for young Norwegians.
Vis sammendrag
The role of English for young Norwegians
This contribution reports a study that explores ideologies of English among children and adolescents in Norway. The paper presents data from qualitative interviews with 12 participants aged 6, 11 and 15 who have English as an additional language (L2), investigating how their English language practices relate to identity work and experiences of ownership of English.
English does not have any official status in Norway, but formal instruction begins year 1, and English is a mandatory school subject for 11 years with its own curriculum separate from other foreign languages. Children and adolescents are daily exposed to considerable amounts of English outside of school, particularly through popular and social media. Although traditionally categorised as a ‘foreign’ language in Norway, English is today “simply a fact of 21st-century life” for young Norwegians (Linn, 2016, p. 201).
The interview study is part of the research project STAGE – STarting AGe and Extramural English, which investigates the relative influence of extramural English (self-initiated English use outside of school) on English language proficiency (Sundqvist, 2023). STAGE is a multiple-method study with participants from grades 1, 6 and 10 from Norway and Flanders, Belgium (N=900), including data from language logs, questionnaires and various proficiency tests. The interview participants (N=12) are selected from the larger STAGE sample based on the quantitative data sources, aiming to include participants with various linguistic and cultural backgrounds. The participants are interviewed in pairs in a room at their school. In addition, I visit the youngest participants in their home to conduct additional informal interviews with artefacts in combination with observations. Interviews across all levels are semi-structured, with age-appropriate operationalisations of concepts related to language ideologies.
Based on informal conversations with a selection of the participants, the data is expected to show how English is related to media and the internet, and different from the English taught in school. Participants at all levels are expected to consider English a language that they acquire naturally. The older participants are expected to engage on interactive digital platforms outside of school that are closely related to their interests and identities, thus involving English in their identity work.
Increased extramural English adds to an already multifaceted sociolinguistic climate in Norway, leading to complex ideologies related to English. The role of English for young Norwegians challenges traditional categorisations where the status of English is defined by national borders (e.g., Kachru, 1985), and has considerable implications for how English is taught in school and in higher education.
Kachru, B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp. 11-30). Cambridge: Cambridge University Press.
Linn, A. (2016). Investigating English in Europe: Contexts and Agendas. Berlin: Mouton de Gruyter.
Sundqvist, P. (2023). Starting age and extramural English: Learning English in and outside of school in Norway and Flanders (STAGE). Retrieved from https://www.uv.uio.no/ils/english/research/projects/stage/
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Rindal, Ulrikke Elisabeth
(2022).
A hint of gorilla: Teacher and student beliefs about language choice in a high-exposure English L2 context.
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Mejlbo, Kaja & Rindal, Ulrikke Elisabeth
(2022).
Forsker på verdien av fritids-engelsken.
Utdanningsnytt.no.
Vis sammendrag
https://www.utdanningsnytt.no/engelsk-undervisning/forsker-pa-verdien-av-fritids-engelsken/332516
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Sundqvist, Pia; Brevik, Lisbeth M.; Sandlund, Erica & Rindal, Ulrikke Elisabeth
(2019).
Conference paper: A comparative study of language use in L2 English multilingual secondary school classrooms in Norway and Sweden.
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It is crucial that teaching practices rest on empirical findings from classroom research. In Norway and Sweden, second language (L2) English teachers have for a long time been guided by monolingual (English Only, EO) ideology, as this is believed to aid learning and many students are proficient enough to use English as the medium of communication (Others, Author1, & Author3, 2017; Lundahl, 2012). While the predominant ideology has been EO, observation studies of classroom work have revealed that in practice, many teachers enact a bilingual, English-Norwegian/Swedish, classroom language policy (Author2 & Author4, 2018; Lundahl, 2012; Author3 & Author1, 2016; Swedish Schools Inspectorate, 2011). However, in light of the growing linguistic diversity in schools in both countries, English may be the only shared language in a particular classroom, which in turn may provide support for EO teaching practices (Lundahl, 2012). Teachers may also adopt teaching practices aligning with a translanguaging ideology and pedagogy in adapting to the multilingual classroom (García & Wei, 2014), which would entail involving students’ entire language repertoires. Notably, there is little guidance from national English curricula regarding classroom language use, leaving teachers to rely on their own professional judgement for what language(s) to use to facilitate students’ learning. Internationally, empirical studies from multilingual L2 English classrooms are scarce, but much needed. The key research question is, then, what languages are used in such classrooms in Norway and Sweden? In this small-scale study, video and audio data were collected from seven lessons in three secondary school classrooms in each country, totaling 14 lessons. Learners were around 14 years old, which means that data were drawn from the 9th grade in Norway and the 8th grade in Sweden. Data were coded using the time-stamping method (Author2 & Author4, forthcoming), employing four codes: (1) ‘Norwegian/Swedish’; (2) ‘English’; (3) ‘Both’ (i.e., code-switching between Norwegian/Swedish and English), and (4) ‘Other language(s)’. A quantitative analysis was then carried out, examining the frequency and duration of each code, and putting those findings also in relation to the total speaking time of each lesson, followed by a qualitative analysis, focusing on characterizing the language practices. Preliminary findings reveal a range from English Only-dominant classrooms to classrooms where the majority language (Norwegian/Swedish) dominated. Whereas code-switching occurred frequently, there was hardly any use of other languages. Findings are discussed in light of learner group compositions, teacher beliefs about language learning and multilingualism, and didactic decisions in situ.
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Rindal, Ulrikke Elisabeth
(2017).
What is English?
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Rindal, Ulrikke Elisabeth
(2017).
Å nå fram til skolen med sosiolingvistikken.
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Rindal, Ulrikke Elisabeth & Iannuzzi, Manuela
(2017).
Uttaleundervisning i verdensspråket engelsk.
Bedre Skole.
ISSN 0802-183X.
4,
s. 82–87.
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Rindal, Ulrikke Elisabeth & Haukland, Ola
(2017).
Om å snakke norskengelsk.
Bedre Skole.
ISSN 0802-183X.
2,
s. 82–87.
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Rindal, Ulrikke Elisabeth & Haukland, Ola
(2017).
Perceptions of Norwegian-accented English.
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Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth
(2017).
Conference paper: The Quality of Oral Feedback in English Instruction
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Rindal, Ulrikke Elisabeth
(2016).
Oral proficiency among Norwegian learners. Implications for English studies and English teacher education.
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Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise
(2016).
Hva er fremragende lærerutdanning og hvordan kan vi få det?
Under UTDANNING. Pedagogstudentenes medlemsblad.
1,
s. 22–23.
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Rindal, Ulrikke Elisabeth
(2016).
"Riktig" engelsk uttale.
Bedre Skole.
ISSN 0802-183X.
1,
s. 79–84.
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Rindal, Ulrikke Elisabeth
(2014).
Perceptions of Norwegian-accented English among teachers.
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Rindal, Ulrikke Elisabeth
(2014).
Methodological complications in the intersection of sociolinguistics and language education.
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Rindal, Ulrikke Elisabeth
(2014).
Investigating second language awareness in and for teacher education.
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Rindal, Ulrikke Elisabeth
(2013).
Questioning English standards in Norway.
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Rindal, Ulrikke Elisabeth
(2012).
L2 attitudes and pronunciation: Implications for the international university.
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Rindal, Ulrikke Elisabeth
(2012).
The social meaning of English in Norway: L2 attitudes, choices and pronunciation.
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Rindal, Ulrikke Elisabeth
(2012).
The meaningful use of English in Norway: L2 attitudes, choices and pronunciation.
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Rindal, Ulrikke
(2011).
The meaningful use of English among Norwegian learners.
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Rindal, Ulrikke
(2011).
Attitudes towards English accents among Norwegian learners.
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Rindal, Ulrikke & Piercy, Caroline
(2011).
Constructing a 'neutral' variety of English: L2 pronunciation among Norwegian learners.
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Rindal, Ulrikke Elisabeth
(2009).
Constructing identity with L2.
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Rindal, Ulrikke Elisabeth
(2009).
Constructing identity with L2.
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Ianuzzi, Manuela; Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Miriam Rodrick
(2017).
MA thesis: What to do with pronunciation? Teachers' approaches to English pronunciation in lower secondary school.
Universitetet i Oslo.
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Hjeltnes, Ingrid; Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth
(2016).
MA thesis: Quality teaching in text-based instruction: How can quality instruction be identified in a Year 9 English classroom, when the students are working with text?
Universitetet i Oslo.
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Rasmussen, Ingvill; Rindal, Ulrikke Elisabeth & Lund, Andreas
(2014).
Læringsressurser og arbeidsformer i engelsk: Ungdomsskoleelevers arbeid med sjangeren fantasy. En casestudie i prosjektet ARK&APP, engelsk, 8. klasse.
Universitetet i Oslo.
ISSN 978-82-569-7001-8.
Fulltekst i vitenarkiv
Vis sammendrag
Læringsressurser og arbeid med sjangeren fantasy
Læreboka sto sentralt i engelskundervisningen i en klasse på 8. trinn. Men den har ikke lenger har den samme styrende funksjon som er beskrevet i tidligere studier. Læreboka ble brukt som utgangspunkt for videre utvikling av oppgaver og aktiviteter.
Ark & App er et forskningsprosjekt om valg og bruk av læremidler ved Institutt for pedagogikk ved Universitetet i Oslo, på oppdrag for Utdanningsdirektoratet. Foreliggende rapport tar for seg 1 av de 12 casene i prosjektet.
Tre overordnede spørsmål ligger til grunn for analysene i caserapporten:
• Hvordan benyttes læremidlene i undervisningsopplegget?
• Hvilken funksjon har bruken av læremidlene i interaksjonen mellom lærer og elever?
• Hvordan bidrar bruk av læremidlene til engasjement og læring hos elever?
Undervisningopplegget i engelskcasen på 8. trinn
Denne caserapporten undersøker et undervisningsopplegg der hovedtema var sjangeren fantasy. Elevene skulle i perioden skrive en egen fantasy-historie. Elevene skulle også holde en muntlig presentasjon av hver sin skjønnlitterære bok. Læreboka og lærernes egenutviklede læringsressurser (kopierte ark) var de viktigste læremidlene i dette undervisningsforløpet.
Læreboka sentral i engelskundervisningen, men den styrer ikke
Læreboka sto sentralt i undervisningen, men den har ikke lenger har den samme styrende funksjon som beskrevet i tidligere studier. Læreboka har status som et utgangspunkt for videre utvikling av oppgaver og aktiviteter. Digitale læringsressurser blir brukt i liten grad. PC benyttes kun av elevene når de fører inn fantasy-historien som de tidligere har skrevet for hånd. Lærerne benytter PowerPoint-presentasjoner til faglige introduksjoner for hele klassen. Elevene og lærerne er ikke eksponert for mer åpne og interaktive læringsmiljø i denne undervisningsperioden.
Naturlig bruk av engelsk språk i timen er det lite av
Erfaringene fra engelskcasen ser ut til å bekrefte at interaksjonene i klasserommet er endret i den forstand at læreren ikke lenger snakker så lenge og så mye av gangen. Undervisningen som er observert, ledes av lærere som sikrer arbeidsro og sørger for at elevene arbeider med oppgavene de er satt til å løse. Individuelt arbeid er den mest brukte arbeidsformen og det skiftes ofte mellom aktiviteter. Elevene er godt forberedt, deltar aktivt i timene og det faglige nivået kan karakteriseres som høyt. Samtidig viser analysen at naturlig bruk av språk, slik som i elevsamarbeid, er lite vektlagt. Dette medfører at elevene ikke snakker så mye engelsk i timene.
Ark & App har egen hjemmeside hos Institutt for pedagogikk ved UiO:
http://www.uv.uio.no/iped/forskning/prosjekter/ark-app/
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Rindal, Ulrikke Elisabeth
(2013).
Meaning in English: L2 attitudes, choices and pronunciation in Norway.
Universitetet i Oslo.
Fulltekst i vitenarkiv
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Rindal, Ulrikke Elisabeth
(2006).
Constructing identity with L2: Pronunciation and attitudes among learners of English.
University of York.