Ulrikke Elisabeth Rindal

Bilde av Ulrikke Elisabeth Rindal
English version of this page
Telefon +47 22854152
Brukernavn
Besøksadresse Nils Henrik Abels Hus 3. etg. (Rom 310)
Postadresse Postboks 1099 Blindern 0317 OSLO

Forskningsinteresser

Jeg forsker innenfor engelskdidaktikk. Mine forskningsinteresser er først og fremst relatert til sosiolingvistiske aspekter ved språklæring og språkundervisning, med særlig fokus på muntlige ferdigheter. For tiden forsker jeg på språkholdninger knyttet til aksent på engelsk, samt videobaserte studier av engelskundervisning i norske klasserom.

Doktorgrad i engelskdidaktikk (2013): Meaning in English: L2 attitudes, choices and pronunciation in Norway

Undervisning

Veiledning

Masterstudenter: Hovedveileder for Rebecca Barreng (2021), Benedicte Blom Årvik (2021), Sindre André Abelvik (2021), Hafsa Warsame (2018), Emilie Bakka Aalandslid (2018), Ola Haukland (2016). Biveileder for Rakel Skaugen (2020), Ahmed Reda (2019), Vilde Matilde Skram (2019), Kyrre Tveiten (2019), Maja Ivancevic (2018), Manuela Iannuzzi (2017).

Publikasjoner

  • 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.
  • 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.
  • 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
  • Rindal, Ulrikke Elisabeth; Beiler, Ingrid Rodrick & Grædler Listuen, Sigrid (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.
  • 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.
  • 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 978-82-15-03074-6. s. 335–355. doi: 10.18261/978-82-15-03074-6-2019-17
  • Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). State-of-the-art: English didactics in Norway. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. s. 418–440. doi: 10.18261/978-82-15-03074-6-2019-21 Fulltekst i vitenarkiv
  • 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.
  • Rindal, Ulrikke Elisabeth (2016). Pronunciation. I Linn, Andrew (Red.), Investigating English in Europe: Contexts and Agendas. De Gruyter Mouton. ISSN 978-1-61451-895-2. s. 93–98.
  • 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 978 - 82-15 - 025. s. 13–36.
  • 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 978 - 82-15 - 025. s. 185–194. Fulltekst i vitenarkiv
  • 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 978 - 82-15 - 025. s. 57–66.
  • 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. Walter de Gruyter (De Gruyter). ISSN 978-1-61451-551-7. s. 241–270. doi: 10.1515/9781614515517-012
  • Rindal, Ulrikke Elisabeth (2014). What is English? Acta Didactica Norge. ISSN 1504-9922. 8(2). doi: 10.5617/adno.1137
  • 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
  • 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
  • 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

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  • Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2020). Det kan være bra å bruke flere språk i engelsktimene . www.forskning.no.
  • Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (2019). Introduction. I Rindal, Ulrikke Elisabeth & Brevik, Lisbeth M. (Red.), English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISSN 978-82-15-03074-6. s. 9–15. doi: 10.18261/978-82-15-03074-6-2019-01
  • 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.
  • Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?
  • Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The Quality of Oral Feedback in English L2 instruction.
  • Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2018). Conference paper: The monolingual, bilingual or multilingual English classroom?
  • Brevik, Lisbeth M. & Rindal, Ulrikke Elisabeth (2017). Conference paper: The Quality of Oral Feedback in English Instruction .
  • Rindal, Ulrikke Elisabeth & Haukland, Ola (2017). Perceptions of Norwegian-accented English.
  • Rindal, Ulrikke Elisabeth (2017). Å nå fram til skolen med sosiolingvistikken.
  • Rindal, Ulrikke Elisabeth (2017). What is English?
  • Rindal, Ulrikke Elisabeth & Haukland, Ola (2017). Om å snakke norskengelsk. Bedre Skole. ISSN 0802-183X. 2, s. 82–87.
  • Rindal, Ulrikke Elisabeth & Iannuzzi, Manuela (2017). Uttaleundervisning i verdensspråket engelsk. Bedre Skole. ISSN 0802-183X. 4, s. 82–87.
  • Rindal, Ulrikke Elisabeth (2016). "Riktig" engelsk uttale. Bedre Skole. ISSN 0802-183X. 1, s. 79–84.
  • Rindal, Ulrikke Elisabeth (2016). Oral proficiency among Norwegian learners. Implications for English studies and English teacher education.
  • 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.
  • Rindal, Ulrikke Elisabeth (2014). Perceptions of Norwegian-accented English among teachers.
  • Rindal, Ulrikke Elisabeth (2014). Investigating second language awareness in and for teacher education.
  • Rindal, Ulrikke Elisabeth (2014). Methodological complications in the intersection of sociolinguistics and language education.
  • Rindal, Ulrikke Elisabeth (2013). Questioning English standards in Norway.
  • Rindal, Ulrikke Elisabeth (2012). The social meaning of English in Norway: L2 attitudes, choices and pronunciation.
  • Rindal, Ulrikke Elisabeth (2012). L2 attitudes and pronunciation: Implications for the international university.
  • Rindal, Ulrikke Elisabeth (2012). The meaningful use of English in Norway: L2 attitudes, choices and pronunciation.
  • Rindal, Ulrikke (2011). The meaningful use of English among Norwegian learners.
  • Rindal, Ulrikke (2011). Attitudes towards English accents among Norwegian learners.
  • Rindal, Ulrikke & Piercy, Caroline (2011). Constructing a 'neutral' variety of English: L2 pronunciation among Norwegian learners.
  • Rindal, Ulrikke Elisabeth (2009). Constructing identity with L2.
  • Rindal, Ulrikke Elisabeth (2009). Constructing identity with L2.
  • 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.
  • 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.
  • 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.
  • 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
  • Rindal, Ulrikke Elisabeth (2006). Constructing identity with L2: Pronunciation and attitudes among learners of English. University of York.

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Publisert 6. aug. 2010 09:14 - Sist endret 12. apr. 2021 08:13

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