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.
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