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dc.date.accessioned2020-03-25T15:30:27Z
dc.date.available2020-03-25T15:30:27Z
dc.date.created2018-02-26T20:59:45Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10852/74200
dc.description.abstractThis 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.
dc.languageEN
dc.publisherUniversitetsforlaget
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleEnglish didactics in Norway - 30 years of doctoral research
dc.typeBook
dc.creator.authorRindal, Ulrikke Elisabeth
dc.creator.authorBrevik, Lisbeth M.
dc.creator.authorSimensen, Aud Marit
dc.creator.authorSkulstad, Aud Solbjørg
dc.creator.authorDrew, Ion Patrick Francis
dc.creator.authorBurner, Tony
dc.creator.authorHorverak, May Olaug
dc.creator.authorWold, Stephanie Hazel
dc.creator.authorLund, Andreas
dc.creator.authorRøkenes, Fredrik Mørk
dc.creator.authorHellekjær, Glenn Ole
dc.creator.authorStuvland, Rebecca Anne Charboneau
dc.creator.authorLund, Ragnhild Elisabeth
dc.creator.authorWiland, Signe Mari
dc.creator.authorLarsen, Annelise Brox
dc.creator.authorMunden, Juliet Hilary
dc.creator.authorDahl, Anne
dc.creator.authorBøhn, Henrik
dc.creator.authorCoburn, James Neil
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1568848
dc.identifier.pagecount446
dc.identifier.urnURN:NBN:no-77282
dc.type.documentBok
dc.type.peerreviewedPeer reviewed
dc.source.isbn978-82-15-03074-6
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/74200/2/Rindal%2B%2526%2BBrevik%2B%25282019%2529.pdf
dc.type.versionPublishedVersion
dc.creator.editorRindal, Ulrikke Elisabeth
dc.creator.editorBrevik, Lisbeth M.


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