Ulrikke Rindal

• Rindal, Ulrikke & Sundqvist, Pia (2026). “Oh my gosh!” Engagement with extramural English among 6-year-olds. CALICO journal. ISSN 0742-7778. doi: 10.3138/calico-2025-0016. Fulltekst i vitenarkiv Vis sammendrag

  Young learners increasingly engage with English outside the classroom walls (extramural English, EE). This study presents empirical research exploring EE engagement among three 6-year-olds in Norway where English is learned as an additional language (L2). Data were collected through a show-and-tell procedure in the home, where the 6-year-olds demonstrated their engagement with digital technologies in English, while reflecting on language use and learning. Audio-recorded observations of EE engagement and commentary from the children and their parents were analyzed inductively to explore engagement with games, YouTube, and music, in an attempt to unpack environmental factors that potentially contribute to L2 learning. The findings showed that the 6-year-olds’ EE engagement was characterized by social interaction and shared interests with family members, in homes with generally positive attitudes towards English. The data analysis reflected the interrelated dimensions of engagement – behavioral, cognitive and emotional – and showed how the joint engagement with English-language technologies in the home induced a readiness to interact in English. While family members at times functioned as knowledgeable others in the young learners’ EE engagement, the 6-year-olds themselves became experts in the show-and-tell procedure. We present concrete advice for formal instruction of English, proposing that targeted classroom instruction can be designed in response to learners’ engagement with EE, specifically by drawing on the interactional readiness elicited by the joint engagement with digital technologies and the show-and-tell procedure.

• Staksrud, Kathrine; Rindal, Ulrikke & Sundqvist, Pia (2026). “Like, they need to touch grass” – L2 English oral proficiency in Norway. Acta Didactica Norden (ADNO). 20(2). doi: https:/journals.uio.no/adnorden/article/view/12990. Fulltekst i vitenarkiv Vis sammendrag

  English is the world’s lingua franca, and it is essential for children growing up in Norway to develop oral proficiency in English as an additional language (L2). The importance of oral skills is emphasized in the English curriculum, but there is limited empirical knowledge of how different aspects of L2 oral proficiency are realized in student interactions. The aim of this study is therefore to explore L2 English oral proficiency by analyzing spoken interactions among students in grades 6 and 10, using Norway as a case in point. Data was collected by video-recording small-group spoken interactions elicited by an English speaking test. In total, 21 learners from 4 schools participated: 12 6th-graders in 4 tests and 9 10th-graders in 3 tests. Data was analyzed using an abductive approach and the descriptors of oral proficiency in the Common European Framework of Reference for Languages (levels A1–C2). The majority performed the same or better for linguistic competence compared to strategic and sociolinguistic competence, where strategic competence was the least shown competence. Due to contextual ambiguity, sociolinguistic competence was the most challenging aspect to assess. In addition, there were considerable intra-individual differences for different aspects of oral proficiency. The study provides insight into how different aspects of oral proficiency are demonstrated in learner interactions, and highlights challenges related to teaching and assessment. Important implications include the need for increased awareness in instruction and the development of clear criteria for what and how to assess L2 English oral proficiency to achieve equity.

• Rindal, Ulrikke (2026). You do you: English-language media influence in the everyday linguistic repertoires of young Norwegians. International Journal of the Sociology of Language. ISSN 0165-2516. doi: 10.1515/ijsl-2025-0168. Fulltekst i vitenarkiv Vis sammendrag

  Young people in Norway experience a considerable presence of English through media , creating new affordances for language use. This study explores such affordances by investigating language practices and reflections about language among five pre-teens (aged 11–12) and six teens (aged 15–16) in Norway. Through analyses of participants’ metalinguistic commentary as well as their language use during interviews, the article describes the ways in which a changing media landscape influences the everyday linguistic repertoires of young Norwegians. The findings show that English- language features are integrated as part of a contextually relevant identity for some of the participants, while ideological links to perceptions of language proficiency persist. The data suggest a widely shared indexicality of English features, in particular accent features, and the study shows how this indexicality can be drawn on in creative performances, including styling and mocking practices. Furthermore, the findings suggest that the sheer amount of American English media content accessed by young Norwegians has rendered standardised American English an unmarked standard. The role of English in identity work and complex communicative repertoires suggests that the status of English surpasses that of a ‘foreign’ language, having become an everyday language for young Norwegians.

• Rindal, Ulrikke & Sundqvist, Pia (2025). Exploring six-year-olds’ L2 English digital learning in the home. ELT Journal. ISSN 0951-0893. doi: 10.1093/elt/ccaf039. Fulltekst i vitenarkiv Vis sammendrag

  Young L2 English learners constitute an underresearched group in the fields of L2 acquisition and ELT. However, emerging research has shown that young children learn English informally, even prior to formal instruction in school, often influenced by their engagement in English-language media, such as watching YouTube and gaming. This study adopts an ethnographic perspective to explore how three six-year-olds in Norway engage with English-language media platforms and games in their homes, and how such engagement influences L2 learning. The study’s focus is on methodological and ethical issues when researching children in private spheres. Data were collected through a show-and-tell procedure which demanded thorough ethnographic groundwork and considerable researcher flexibility. The findings showed that all three homes offered affordances for L2 learning. We argue that in order to capture socially situated engagement with digital technologies, it was crucial to collect data in the actual socially situated practice in the young learners’ homes.

• Rindal, Ulrikke (2025). English in Norway, The Wiley Blackwell Encyclopedia of World Englishes. Wiley-Blackwell. ISSN 9781119518310. doi: 10.1002/9781119518297.eowe00361. Fulltekst i vitenarkiv Vis sammendrag

  Norway is traditionally an Expanding Circle country, where English is taught in school and considered indispensable for international communication. However, high English proficiency in the population coupled with considerable presence of English in most areas of society has led to the attribution of various functions for English, suggesting a change of status for English in Norway. Patterned use of various phonological and prosodic features suggests the emergence of a possible local accent of English. At the same time, increased use of English in higher education and adolescents' digital media use has raised concerns about a possible displacement of national languages. Although Norway is not a postcolonial country, English is nevertheless negotiating its place in a linguistic hierarchy.

• 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.

• Gyllstad, Henrik; Sundqvist, Pia; Peters, Elke; Rindal, Ulrikke; Skar, Gustaf Bernhard Uno & Ulfat, Nasrin (2025). Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway. International Review of Applied Linguistics in Language Teaching. ISSN 0019-042X. doi: 10.1515/iral-2024-0289. Fulltekst i vitenarkiv
• Rindal, Ulrikke (2024). Explanations for language choice in the social context of the L2 classroom. The Modern Language Journal. ISSN 0026-7902. 108(4), s. 846–865. doi: 10.1111/modl.12960. Fulltekst i vitenarkiv Vis sammendrag

  The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study contributes new perspectives by exploring the beliefs of teachers and students from two cases of Norwegian use during English lessons, applying video-stimulated recall in semistructured interviews to elicit reflections about observed language choices in concrete classroom interactions. The findings revealed the complexity of factors influencing language choice in the L2 classroom. First, although teachers agreed on a mainly English ideal, competing beliefs led to varying instructional practices. Second, monolingual ideals were stronger among the students in comparison with their teachers, but these ideals operated alongside an affective dimension of language choice in interactions with the teacher and group work with peers. The study demonstrates how teacher and student beliefs are influenced by macro-level sociopolitical discourses about multilingualism and indicates that language choice is influenced by such beliefs in combination with more temporary stances and roles.

• 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.

• Rindal, Ulrikke Elisabeth & Iannuzzi, Manuela (2020). Pronunciation: Accent, identity and intelligibility. I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 117–136. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth; Beiler, Ingrid Rodrick & Listuen, Sigrid Grædler (2020). Intercultural competence and cultural identities. I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 217–236. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2020). English in Norway: A language and a school subject in transition. I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 23–42. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Rindal, Ulrikke Elisabeth & Beiler, Ingrid Rodrick (2020). Language use in English lessons: Monolingual, bilingual and multilingual approaches. I Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (Red.), Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISSN 9788215032283. s. 92–116. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2019). Communicative oral skills. I Burner, Tony; Carlsen, Christian & Kverndokken, Kåre (Red.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget. ISSN 9788245026597. Fulltekst i vitenarkiv Vis sammendrag

  How can English teachers work in up-to-date and inspirational ways to enhance students' communicative skills? Which English skills do students need in an increasingly diverse and globalised society? How can teachers explore key areas such as digital skills, multicultural topics, and multilingual resources in the English subject in practical and engaging ways? These are some of the subject-specific questions raised in this book. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. "101 ways to work with communicative skills" offers fresh research about English education in Norway. It is a treasure trove for every practising teacher working with English in years 1-13. The target group for this book comprises teachers, students, teacher educators, and researchers.

• Rindal, Ulrikke Elisabeth (2019). PhD revisited: Meaning in English. L2 attitudes, choices and pronunciation in Norway. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 9788215030746. s. 335–355. doi: 10.18261/978-82-15-03074-6-2019-17. Fulltekst i vitenarkiv Vis sammendrag

  This edited volume presents 30 years of English didactics research (1988-2017) in Norway. As a collection of chapters, each representing a doctoral study, the book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implications for teaching English as a second or later language (L2) today. The chapters provide models and insight to master students and doctoral students about to embark on English didactics research projects. All chapters present suggestions for future research, and offer a detailed presentation of the methodology and theoretical framing of each study, as well as reviews of other research in each particular field. For the first time, research from English didactics in Norway is collected in one volume. The book is therefore invaluable to researchers of English as a school subject, to teacher educators looking to provide future teachers of English with research-based insight, and to experienced English teachers looking to develop their teaching practice in ways that are research-based and relevant. Editors are Ulrikke Rindal and Lisbeth M. Brevik at the Department of Teacher Education and School Research at the University of Oslo. Both work as teacher educators and conduct research within English didactics.

• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 9788215030746. s. 418–440. doi: 10.18261/978-82-15-03074-6-2019-21. Fulltekst i vitenarkiv Vis sammendrag

  This chapter is our effort to synthesise the status of knowledge within what we will call “the field of English didactics in Norway”. We have examined 30 years of doctoral work in Norway, building our synthesis on accumulated analyses of policies related to the English subject since 1885 and practices of teaching and learning English since 1988, thus capturing the major trends related to English in Norwegian school. This body of doctoral research includes analyses of teachers, student teachers, students, and documents – mostly in the Norwegian context of teaching and learning English in school and in teacher education, but also comparative analyses with users of English outside Norway. By presenting accumulated knowledge developed from this doctoral work and discussing how this research has formed the distinctiveness of English didactics as a separate research field in Norway, we bring to light issues that traverse individual studies and that can inform English teaching practices and curriculum development. Finally, by presenting a synthesis of what we now know from the past 30 years of doctoral research related to the teaching and learning of English in the Norwegian educational context, we are also in a position to discuss what we do not know, and suggest directions for a research agenda for the coming decades of English didactics research.

• Rindal, Ulrikke Elisabeth (2016). Pronunciation. I Linn, Andrew (Red.), Investigating English in Europe: Contexts and Agendas. De Gruyter Mouton. ISSN 9781614518952. s. 93–98. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2015). Who owns English in Norway? L2 attitudes and choices among learners. I Linn, Andrew; Bermel, Neil & Ferguson, Gibson (Red.), Attitudes towards English in Europe. De Gruyter Brill. ISSN 9781614515517. s. 241–270. doi: 10.1515/9781614515517-012. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2015). Fagdidaktisk makeover. Om utviklingen av en integrert studiedesign i engelsk didaktikk i lærerutdanningen. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 185–194. Fulltekst i vitenarkiv Vis sammendrag

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

• Rindal, Ulrikke Elisabeth & Sollid, Hilde (2015). Hva mener vi om språk - sosiolingvistikk i norsk og engelsk. I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 57–66. Fulltekst i vitenarkiv
• Lund, Andreas; Jakhelln, Rachel Elise & Rindal, Ulrikke Elisabeth (2015). Fremragende lærerutdanning - hva er det, og hvordan kan vi få det? I Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (Red.), Veier til fremragende lærerutdanning. Universitetsforlaget. ISSN 9789788215028. s. 13–36. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2014). Questioning English standards: Learner attitudes and L2 choices in Norway. Multilingua - Journal of Cross-cultural and Interlanguage Communiciation. ISSN 0167-8507. 33(3-4), s. 313–334. doi: 10.1515/multi-2014-0015. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2014). What is English? Acta Didactica Norge. 8(2). doi: 10.5617/adno.1137. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth & Piercy, Caroline (2013). Being 'neutral'? English pronunciation among Norwegian learners. World Englishes. ISSN 0883-2919. 32(2), s. 211–229. doi: 10.1111/weng.12020. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2010). Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English. Journal of Sociolinguistics. ISSN 1360-6441. 14(2), s. 240–261. doi: 10.1111/j. 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
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Teaching English in Norwegian classrooms: From research to practice. Universitetsforlaget. ISBN 9788215032283. 244 s. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISBN 9788215030746. 446 s. Fulltekst i vitenarkiv Vis sammendrag

  This edited volume presents 30 years of English didactics research (1988-2017) in Norway. As a collection of chapters, each representing a doctoral study, the book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implications for teaching English as a second or later language (L2) today. The chapters provide models and insight to master students and doctoral students about to embark on English didactics research projects. All chapters present suggestions for future research, and offer a detailed presentation of the methodology and theoretical framing of each study, as well as reviews of other research in each particular field. For the first time, research from English didactics in Norway is collected in one volume. The book is therefore invaluable to researchers of English as a school subject, to teacher educators looking to provide future teachers of English with research-based insight, and to experienced English teachers looking to develop their teaching practice in ways that are research-based and relevant. Editors are Ulrikke Rindal and Lisbeth M. Brevik at the Department of Teacher Education and School Research at the University of Oslo. Both work as teacher educators and conduct research within English didactics.

• Rindal, Ulrikke Elisabeth; Lund, Andreas & Jakhelln, Rachel Elise (2015). Veier til fremragende lærerutdanning. Universitetsforlaget. ISBN 9789788215028. 215 s. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Rindal, Ulrikke (2026). «et nytt morsmål» eller «nødssituasjonsspråk»? Statusen til engelsk blant unge i Norge. Fulltekst i vitenarkiv Vis sammendrag

  Tradisjonelt har engelsk hatt status som et fremmedspråk i Norge, men det har blitt argumentert for at engelsk har funksjoner som minner mer om et andrespråk: Engelsk brukes i betydelig grad i arbeidsliv og akademia (Hiss, 2023; Røyneland, m.fl., 2018), undervises fra første året i skolen, og spiller en rolle i identitetsarbeidet til språkbrukere (Rindal, 2010; kommende). Ikke minst blir engelsk i stor grad brukt på medieplattformer og i populærkulturelt medieinnhold (Medietilsynet, 2024). Men Norge skiller seg fra andre kontekster der engelsk har status som andrespråk; ofte postkoloniale kontekster med hierarkiske forhold mellom engelsk og lokale språk (Pennycook, 2007; Rindal, 2025). Så hva er engelsk i Norge da? I dette foredraget vil jeg diskutere statusen til engelsk i Norge, med særlig fokus på språkvirkeligheten til barn og ungdommer. Jeg bruker tematisk analyse av semistrukturerte intervjuer med til sammen 11 deltakere i alderen 11-16 år for å vise hvilken rolle engelsk har i hverdagsliv, identitetsarbeid og mediebruk blant unge i Norge. Funnene viser at engelsk utgjør en selvfølgelig del av hverdagslivet til deltakerne. Det er det foretrukne språket for mediebruk, og engelsk språkvariasjon blir bevisst brukt i meningsforhandling. Imidlertid er identitetsarbeidet som foregår med engelsk annerledes enn med L1. Det virker å være et vedvarende ferdighetsaspekt relatert til engelsk språkbruk, og engelsk er heller ikke på topp i det lingvistiske hierarkiet. Engelsk blir oppfattet som et essensielt kontaktspråk, men det presiseres at de ikke snakker engelsk, de bare bruker engelske ord og uttrykk når de snakker norsk. Samlet sett indikerer funnene at engelsk har blitt et hverdagsspråk i Norge (Lønsmann, m.fl., kommende). Derimot er det stor variasjon blant deltakerne, noe som antyder at statusutviklingen er pågående. Referanser Hiss, F. (2023). English in Norway's multilingual North - A rhizomatic view on encounters with historical and transnational diversity. I E. Peterson & K. B. Fägersten (red.), English in the Nordic countries: Connections, tensions and everyday realities (pp. 165–184). Routledge. Lønsmann, D., Rindal, U., & Mortensen, J. (kommende). English as an emerging everyday language in Denmark and Norway. International Journal of the Sociology of Language. Norwegian Media Authority. (2024). Barn og medier 2024 - en undersøkelse om 9-18-åringers medievaner. Pennycook, A. (2007). ELT and colonialism. I J. Cummins & C. Davison (red.), International handbook of English language teaching (pp. 13–24). Dordrecht: Springer-Verlag. Rindal, U. (2025). English in Norway. I K. Bolton (red.), The Wiley Blackwell Encyclopedia of World Englishes (pp. 1–13). Rindal, U. (kommende). You do you: English-language media influence in the everyday linguistic repertoires of young Norwegians. International Journal of the Sociology of Language. Røyneland, U., Lohndal, T., Sandvik, H., Harsvik, W., Sollid, H., Rana, S., & Soldal, H. A. (2018). Språk i Norge - kultur og infrastruktur.

• Heie, Magnus; Hansebakken, Guro Sollie & Rindal, Ulrikke (2026). Norske 12-åringer: – Britisk-engelsk er «cringe» - Forskningsnytt. [Internet]. Universitetet i Oslo nettsider. doi: https:/www.uio.no/english/research/research-news/articles/2026/british-english-cringe.html. Fulltekst i vitenarkiv Vis sammendrag

  Amerikansk-engelsk er blitt det normale. – Dette påvirker hvordan unge mennesker snakker engelsk, og hva de selv tenker om det engelske språket, sier forsker Ulrikke Rindal.

• Sundqvist, Pia; Gyllstad, Henrik; Källkvist, Marie; Peters, Elke; Rindal, Ulrikke & Sandlund, Erica [Vis alle 8 forfattere av denne artikkelen] (2025). STAGE English Teacher Day 2025. doi: https:/www.uv.uio.no/ils/english/research/projects/stage/events/seminars/stage-english-teacher-day-2025.html. Fulltekst i vitenarkiv
• Moen, Dagny Mathilde; Rindal, Ulrikke; Abrahamsen, Jonas & Hauge, Eirik (2025). Flere omfavner engelsk med norsk aksent: – Handler om identitet. [Journal]. Aftenposten. doi: https:/www.aftenposten.no/kultur/i/nyqg5d/flere-omfavner-engelsk-med-norsk-aksent-handler-om-identitet. Fulltekst i vitenarkiv Vis sammendrag

  Den norske aksenten har vært uglesett. Det kan likevel være i endring: – Så lenge du prøver å ha et glimt i øyet, er alt greit, sier syklist Jonas Abrahamsen.

• Rindal, Ulrikke (2025). From media to mouth: How English-language media influences language use. Fulltekst i vitenarkiv Vis sammendrag

  This talk is about the mechanisms of how English-language media influences language use among young people in Norway and the other Nordic countries. However, it is just as much about how people make language choices. What makes us choose an accent? Is it wrong to use English loan words? Why do adolescents swear, and why is it easier to swear in English than in our mother tongue? Is English-language media really making young people better in English? And what does language have to do with identity, anyway? (https://www.nkk.org/en/events/swearing-in-the-nordics-contemporary-trends-english-and-media/)

• Rindal, Ulrikke & Sundqvist, Pia (2025). Affordances for informal L2 learning in the home: Emotion and engagement with English amongst 6-year-olds. Fulltekst i vitenarkiv Vis sammendrag

  Research has shown that self-initiated engagement with English outside school – extramural English (EE) – is related to the development of foreign/second language (L2) English proficiency (Sundqvist, 2009). Since learners do activities they enjoy while using their L2, EE reflects both emotional and cognitive engagement (Sundqvist & Uztosun, 2023). However, limited research has explored young learners using digital technologies in their L2. This paper presents a study exploring EE engagement among three 6-year-olds (1st-graders) through informal interviews with artefacts in combination with observations in the home (Coupland & Creese, 2015). The participants, one with a high score (Bro) and two with medium scores (Celine and Marcus) on a picture vocabulary test, were sampled from the [anonymized] project. Audio recordings of home interviews and field notes were analyzed inductively to explore how engagement with games, YouTube and music created affordances for L2 learning in the home. The results showed how Bro, Celine and Marcus were exposed to English-speaking media and actively engaged with English using digital platforms. Their engagement was characterized by social interaction and shared interests with family members, in homes with generally positive attitudes towards multilingualism and encouragement of English language use. Overall, the results suggest that a combination of positive attitudes and access to technical devices affords incidental L2 English learning in the home. Such kinds of EE engagement will most likely influence learners’ proficiency in different ways, suggesting it might be challenging for teachers to elicit latent competence in the youngest learners. Informal conversations with the participants’ teacher suggested that Bro’s above-average L2 English vocabulary knowledge developed from extensive gaming remained undiscovered in the first months of schooling, while Celine’s music interest and initiated dialogues about everyday topics as well as use of idiomatic expressions might have been more accessible during English lessons.

• Gyllstad, Henrik; Rindal, Ulrikke; Skar, Gustaf B. & Ulfat, Nasrin (2025). First-graders receptive L2 vocabulary knowledge in relation to Extramural English exposure prior to formal instruction. Fulltekst i vitenarkiv
• Rindal, Ulrikke & Sundqvist, Pia (2025). Very young learners’ emotional engagement with extramural English: Affordances for incidental L2 learning in the home. Fulltekst i vitenarkiv Vis sammendrag

  Research shows that self-initiated engagement with English outside school – extramural English (EE) – is related to the development of foreign/second language (L2) English proficiency (Sundqvist, 2011). Increasingly, such engagement occurs through digital devices also for young learners. Since learners use their L2 when involved in digital activities they enjoy, EE reflects positive emotional engagement with technologies, which might potentially influence motivation and willingness to learn English in school (Dewaele & MacIntyre, 2014; Kruk & Pawlak, 2022). However, limited research has explored very young learners using digital technologies in their L2. This study explores EE engagement among three 6-year-olds through informal interviews with digital artefacts in combination with observations in the home (Coupland & Creese, 2015). The participants – Bro, Celine and Marcus – were sampled based on ethnographic groundwork, including conversations with teachers and parents, school interviews, EE questionnaires, and a shortened version of the Picture Vocabulary Size Test, PVST-S (Anthony & Nation, 2017). Data were collected through a show-and-tell procedure, where the 6-year-olds demonstrated their engagement with digital platforms in English, while reflecting on language use and learning. Audio recordings of interviews and field notes were analyzed inductively, and results showed how the very young learners were exposed to English-speaking media and actively engaged with English using digital platforms. Their engagement was characterized by social interaction and shared interests with family members, in homes with generally positive attitudes towards multilingualism and encouragement of using English. The children thus experienced positive emotions through L2 engagement. Overall, the results suggest that a combination of positive attitudes and access to technical devices affords incidental L2 English learning in the home. Such engagement will most likely influence learners’ proficiency differently, suggesting it might be challenging for teachers to elicit latent competence in young learners. Informal conversations with the participants’ teacher suggested that Bro’s above-average vocabulary knowledge (evidenced in a top PVST-S score), developed from extensive gaming, remained undiscovered in the first months of schooling, whereas Celine’s music interest, dialogues about everyday topics, and use of idiomatic English expressions might have been more accessible during lessons. In this presentation, we describe the 6-year-olds’ engagement with digital technologies using rich descriptions and artistic illustrations of situational interactions from the home interviews. For each participant, we discuss how teachers can draw on their EE engagement with technology in classroom contexts to enhance L2 development.

• Rindal, Ulrikke (2024). You do you, lissom. Sosiolingvistiske ressurser i det digitale engelskspråklige landskapet. Fulltekst i vitenarkiv Vis sammendrag

  Økt mediatisering (Androutsopoulos, 2014) har ført til utstrakt deltakelse i et digitalt engelskspråklig landskap («the digital wilds», jf. Sauro & Zourou, 2019) blant norske ungdommer. I dette foredraget vil jeg presentere en studie om hva slags rolle engelsk i digitale landskap spiller for ungdommers bruk av engelsk, basert på semi-strukturerte intervjuer med seks deltakere i alderen 15-16 år. Studien er en del av forskningsprosjektet STAGE, som undersøker forholdet mellom elevers selv-initierte bruk av engelsk på fritiden og utviklingen av engelskferdigheter (Universitetet i Oslo, 2021). For å utforske hvordan deltakelse i det engelskspråklige medielandskapet kan påvirke engelsk språkbruk, har jeg kombinert en tematisk analyse av rapporterte oppfatninger og praksiser knyttet til språkbruk og språklæring med analyser av tilfeller der deltakerne kodebyttet til engelsk i intervjuene. Funnene viste at engelske språkformer fra det digitale medielandskapet kan ha «dobbeltstemme-kvaliteter» (Androutsopoulos, 2014): Spesifikke språkformer (av eksemplariske språkbrukere, jf. Agha, 2003) kunne bli forsøkt appropriert som del av en kontekstuell relevant identitet (for eksempel kunne britiskengelske former indeksere eleganse), men kunne også brukes som en disassosiasjon der formålet var ironi eller parodi (for eksempel imitasjon av stiliserte engelske aksenter i underholdningsøyenmed). Det virket som at mediafragmenter på engelsk (heller enn en engelsk varietet i sin helhet) ble meningsbærende i ungdommenes sosiolingvistiske repertoar. Funnene antyder eierskap og kreativitet i tilegnelse av engelsk fra det digitale landskapet, men med noen begrensninger i den språkkompetansen som er forventet i kommunikasjonssituasjoner og i engelskfaget på skolen. For eksempel virket det som utstrakt eksponering for såkalte sminke-tutorials (korte videoer der en person, som oftest en kjendis, legger sminke med muntlige instruksjoner) kunne føre til at deltakerne selvsikkert kunne imitere tutorial-sjangeren på egenhånd, men opplevde engelsk interaksjon med andre språkbrukere som utfordrende. Referanser Agha, A. (2003). The social life of cultural value. Language and Communication, 23, 231-273. Androutsopoulos, J. (2014). Mediatization and sociolinguistic change. Key concepts, research traditions, open issues. I A. Jannis (red.), Mediatization and Sociolinguistic Change (pp. 3-48). Berlin, Boston: De Gruyter. Sauro, S., & Zourou, K. (2019). What are the digital wilds? Language learning & technology, 23(1), 1-7. doi:https://doi.org/10125/44666 Universitetet i Oslo. (2021). STartAlder og extramural enGElsk: Å lære engelsk i og utenfor skolen i Norge og Flandern (STAGE). Hentet fra https://www.uv.uio.no/stage

• Rindal, Ulrikke (2024). Engelskundervisning med hånddukken Lucy. Bedre Skole. ISSN 0802-183X. 1, s. 39–43. Fulltekst i vitenarkiv
• Sundqvist, Pia; Gyllstad, Henrik; Peters, Elke; Rindal, Ulrikke; Skar, Gustaf B. & Ulfat, Nasrin (2024). First-graders know L2 English vocabulary – viewing, gaming, YouTube. Fulltekst i vitenarkiv Vis sammendrag

  This presentation uncovers the relation between very young second/foreign language learners’ English vocabulary knowledge and extramural English (EE, Sundqvist, 2009). Research has shown that music, gaming, and TV are important EE sources (Puimège & Peters, 2019) and indicated gender-related differences for EE and vocabulary (Hannibal Jensen, 2017). Data were collected from 60 1st-graders (aged 5–6) in Norway: learner and parental questionnaires, and a shortened (k=31) Picture Vocabulary Size Test (Anthony & Nation, 2017). Results-wise, participants knew on average 12.32 words (SD=5.13). Gamers scored higher than non-gamers; no gender-related EE or vocabulary differences were found. The presentation ends with a glimpse of SYLT-VOC, a test for young learners.

• Rindal, Ulrikke & Sundqvist, Pia (2024). Oh my gosh! Emotion and engagement with extramural English among 6-year-olds. Fulltekst i vitenarkiv Vis sammendrag

  Research has shown that self-initiated engagement with English outside school – extramural English (EE) – is related to the development of foreign/second language (L2) English proficiency (Sundqvist, 2009). Since learners do activities they enjoy while using their L2, EE reflects both emotional and cognitive engagement (Sundqvist & Uztosun, 2023). However, limited research has explored young learners using digital technologies in their L2. This paper presents a study exploring EE engagement among three 6-year-olds (1st-graders) through informal interviews with artefacts in combination with observations in the home (Coupland & Creese, 2015). The participants, one with a high score (Bro) and two with medium scores (Celine and Marcus) on a picture vocabulary test, were sampled from the STAGE project (University of Oslo, 2021). Audio recordings of home interviews and field notes were analysed inductively to explore how engagement with games, YouTube and music created affordances for L2 learning in the home. The results showed how Bro, Celine and Marcus were exposed to English-speaking media and actively engaged with English using digital platforms. Their engagement was characterised by social interaction and shared interests with family members, in homes with generally positive attitudes towards multilingualism and encouragement of English language use. Overall, the results suggest that a combination of positive attitudes and access to technical devices affords incidental L2 English learning in the home. Such type of EE engagement will most likely influence learners’ proficiency in different ways, suggesting it might be challenging for teachers to elicit latent competence in the youngest learners. Informal conversations with the participants’ teacher suggested that Bro’s above-average L2 English vocabulary knowledge developed from extensive gaming remained undiscovered in the first months of schooling, while Celine’s music interest and initiated dialogues about everyday topics as well as idiomatic expressions (e.g., ”Oh my gosh!”) might have been more accessible during English lessons.

• Rindal, Ulrikke Elisabeth (2023). Ekstramural engelsk og språkkompetanse: Intervjuer og engelskferdigheter på 1. trinn. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2023). The role of English for young Norwegians. Fulltekst i vitenarkiv 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/

• Rindal, Ulrikke Elisabeth (2023). The role of English for young Norwegians. Fulltekst i vitenarkiv
• Rindal, Ulrikke (2023). Introduction to English didactics, Introduksjon til fagdidaktikk. Universitetsforlaget. ISSN 9788215066066. s. 54–71. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv 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).

• Mejlbo, Kaja & Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. [Journal]. Utdanningsnytt.no. Fulltekst i vitenarkiv Vis sammendrag

  https://www.utdanningsnytt.no/engelsk-undervisning/forsker-pa-verdien-av-fritids-engelsken/332516

• Rindal, Ulrikke Elisabeth (2022). A hint of gorilla: Teacher and student beliefs about language choice in a high-exposure English L2 context. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2022). English in transition - the status of English in and out of school in Norway. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2022). Hvorfor snakker unge engelsk? [TV]. NRK Helgemorgen. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2022). Forsker på verdien av fritids-engelsken. [Internet]. Utdanningsnytt.no. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Det kan være bra å bruke flere språk i engelsktimene. www.forskning.no. Fulltekst i vitenarkiv Vis sammendrag

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

• 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. Fulltekst i vitenarkiv Vis sammendrag

  It is crucial that teaching practices rest on empirical findings from classroom research. In Norway and Sweden, second language (L2) English teachers have for a long time been guided by monolingual (English Only, EO) ideology, as this is believed to aid learning and many students are proficient enough to use English as the medium of communication (Others, Author1, & Author3, 2017; Lundahl, 2012). While the predominant ideology has been EO, observation studies of classroom work have revealed that in practice, many teachers enact a bilingual, English-Norwegian/Swedish, classroom language policy (Author2 & Author4, 2018; Lundahl, 2012; Author3 & Author1, 2016; Swedish Schools Inspectorate, 2011). However, in light of the growing linguistic diversity in schools in both countries, English may be the only shared language in a particular classroom, which in turn may provide support for EO teaching practices (Lundahl, 2012). Teachers may also adopt teaching practices aligning with a translanguaging ideology and pedagogy in adapting to the multilingual classroom (García & Wei, 2014), which would entail involving students’ entire language repertoires. Notably, there is little guidance from national English curricula regarding classroom language use, leaving teachers to rely on their own professional judgement for what language(s) to use to facilitate students’ learning. Internationally, empirical studies from multilingual L2 English classrooms are scarce, but much needed. The key research question is, then, what languages are used in such classrooms in Norway and Sweden? In this small-scale study, video and audio data were collected from seven lessons in three secondary school classrooms in each country, totaling 14 lessons. Learners were around 14 years old, which means that data were drawn from the 9th grade in Norway and the 8th grade in Sweden. Data were coded using the time-stamping method (Author2 & Author4, forthcoming), employing four codes: (1) ‘Norwegian/Swedish’; (2) ‘English’; (3) ‘Both’ (i.e., code-switching between Norwegian/Swedish and English), and (4) ‘Other language(s)’. A quantitative analysis was then carried out, examining the frequency and duration of each code, and putting those findings also in relation to the total speaking time of each lesson, followed by a qualitative analysis, focusing on characterizing the language practices. Preliminary findings reveal a range from English Only-dominant classrooms to classrooms where the majority language (Norwegian/Swedish) dominated. Whereas code-switching occurred frequently, there was hardly any use of other languages. Findings are discussed in light of learner group compositions, teacher beliefs about language learning and multilingualism, and didactic decisions in situ.

• Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). Introduction. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 9788215030746. s. 9–15. doi: 10.18261/978-82-15-03074-6-2019-01. Fulltekst i vitenarkiv Vis sammendrag

  This edited volume presents 30 years of English didactics research (1988-2017) in Norway. As a collection of chapters, each representing a doctoral study, the book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implications for teaching English as a second or later language (L2) today. The chapters provide models and insight to master students and doctoral students about to embark on English didactics research projects. All chapters present suggestions for future research, and offer a detailed presentation of the methodology and theoretical framing of each study, as well as reviews of other research in each particular field. For the first time, research from English didactics in Norway is collected in one volume. The book is therefore invaluable to researchers of English as a school subject, to teacher educators looking to provide future teachers of English with research-based insight, and to experienced English teachers looking to develop their teaching practice in ways that are research-based and relevant. Editors are Ulrikke Rindal and Lisbeth M. Brevik at the Department of Teacher Education and School Research at the University of Oslo. Both work as teacher educators and conduct research within English didactics.

• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom? Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The Quality of Oral Feedback in English L2 instruction. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom? Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth & Haukland, Ola (2017). Perceptions of Norwegian-accented English. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth & Haukland, Ola (2017). Om å snakke norskengelsk. Bedre Skole. ISSN 0802-183X. 2, s. 82–87. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth & Iannuzzi, Manuela (2017). Uttaleundervisning i verdensspråket engelsk. Bedre Skole. ISSN 0802-183X. 4, s. 82–87. Fulltekst i vitenarkiv
• Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2017). Conference paper: The Quality of Oral Feedback in English Instruction. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2017). What is English? Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2017). Å nå fram til skolen med sosiolingvistikken. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2016). Oral proficiency among Norwegian learners. Implications for English studies and English teacher education. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2016). "Riktig" engelsk uttale. Bedre Skole. ISSN 0802-183X. 1, s. 79–84. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2014). Methodological complications in the intersection of sociolinguistics and language education. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2014). Investigating second language awareness in and for teacher education. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2014). Perceptions of Norwegian-accented English among teachers. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2013). Questioning English standards in Norway. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2012). L2 attitudes and pronunciation: Implications for the international university. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2012). The meaningful use of English in Norway: L2 attitudes, choices and pronunciation. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2012). The social meaning of English in Norway: L2 attitudes, choices and pronunciation. Fulltekst i vitenarkiv
• Rindal, Ulrikke (2011). Attitudes towards English accents among Norwegian learners. Fulltekst i vitenarkiv
• Rindal, Ulrikke (2011). The meaningful use of English among Norwegian learners. Fulltekst i vitenarkiv
• Rindal, Ulrikke & Piercy, Caroline (2011). Constructing a 'neutral' variety of English: L2 pronunciation among Norwegian learners. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2009). Constructing identity with L2. Fulltekst i vitenarkiv
• Rindal, Ulrikke Elisabeth (2009). Constructing identity with L2. Fulltekst i vitenarkiv
• Barreng, Rebecca Linnéa Söderström & Rindal, Ulrikke Elisabeth (2021). Language use in bilingual classrooms in Norway: A study of language use in six bilingual classrooms in two lower secondary schools. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  Tospråklig undervisning har vært tilgjengelig i norske skoler siden midten av 1990 tallet. En ny type tospråklig opplæring i norske ungdomsskoler, hvor både engelsk og norsk blir brukt som undervisningsspråk uten krav om hvor mye engelsk som skal brukes, har blitt tilbudt siden 2011. Gjennomføringen av denne tospråklige opplæringen, som følger prinsippene til Content and Language Integrated Learning (CLIL), skaper grunnlag for å tolke og forske på L2 engelsk. Målet med masteroppgaven er å forske på språkbruk på tvers av seks tospråklige klasserom ved to ungdomsskoler. Hovedproblemstillingen i oppgaven er: Hva karakteriserer språkbruk i engelsktimer i seks tospråklige klasserom? For å svare på problemstillingen benytter jeg data som er samlet og gitt tilgang til gjennom prosjektet Evaluering av Tospråklig Opplæring i Skolen (ETOS). Dataene som er brukt og analysert i oppgaven består av 20 engelsktimer fra disse tospråklige klasserommene. Dataene er kodet med fire språkkoder. Funnene viser at språkbruk varierer på tvers av de seks klasserommene. Funnene tyder på at variasjonen i språkbruk er tredelt: språkbruk varierer på tvers av klasserom, på tvers av de individuelle timene, noe som antyder variasjon i språkpraksis hos de individuelle lærerne, og mellom de to skolene. Funnene viser at engelsk er det dominerende språket i de fleste av klasserommene. Basert på variasjonene i språkbruk på tvers av klasserom ble hvert klasserom kategorisert som enten high frequency English eller high frequency Norwegian. Den samme kategoriseringen kan bli gitt de individuelle timene. Videre viser funnene hvordan andre språk er sjelden brukt i klasserommene, men at dette likevel utgjorde en forskjell mellom de to skolene. Implikasjonene for denne masteroppgaven tydeliggjør at det er et behov for en diskusjon om kombinasjon av språk innenfor tospråklig opplæring i Norge, for å sikre at språklæring og oppbygging av språklige ferdigheter skjer på elevenes premisser. I tillegg vil det være gunstig å la elevene ta del i beslutninger om språkbruk og faglig innhold i den tospråklige opplæringen.

• Ivancevic, Maja; Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). MA thesis: Vague feedback in English L2 classrooms - A study of feedback practices in seven video recorded classrooms in lower secondary school. Universitetet i Oslo. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• 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 9788256970018. 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/

• Rindal, Ulrikke Elisabeth (2013). Meaning in English: L2 attitudes, choices and pronunciation in Norway. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  English is the language of international communication, and the status of English is increasingly characterised by speakers who use it as a second or later language (L2). In Norway there is considerable English language proficiency and domain uses, and therefore we might expect an increase in language variation and with it the need to investigate social aspects of language use. This thesis reports an interdisciplinary study of the L2 practices among 97 Norwegian adolescents from four upper-secondary schools in Oslo. Using theory and methods from both sociolinguistics and applied linguistics, the study explores the social meanings of L2 English as used by Norwegian learners. The study uses auditory analysis to investigate the pronunciation of English among the participants, and explores their language attitudes with an evaluation test combined with speaker commentary. Data from a questionnaire and interviews are used to discuss potential social meanings of L2 choices. The analyses show patterned variation in the L2 of Norwegian learners: English accents are socially evaluated by the participants, not only when these accents are spoken by native speakers of English, but also when these are appropriated by peers. The participants’ pronunciation reflects the social reality in which they practice language; showing traces of social evaluations, pragmatic considerations, media influence and language competence. The overall results suggest that Norwegian learners can express local and individual identity through English. This study shows that speaking English is a social practice for Norwegian adolescent learners. This acknowledgement has implications for educators concerned with English language teaching, who are encouraged to take social aspects into account when developing curricula and instructional design. The study was carried out at the Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo.

• Rindal, Ulrikke Elisabeth (2006). Constructing identity with L2: Pronunciation and attitudes among learners of English. University of York. Fulltekst i vitenarkiv

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