ENGLISH DIDACTICS in NORWAY Ons for Teaching English As a Second Or Additional Language (L2) Today

Åpen tilgang Rindal and Brevik This edited volume presents 30 years of English didactics research (1988–2017) (Eds.) in Norway. As a collection of chapters, each representing a doctoral study, the Ulrikke Rindal and Lisbeth M. Brevik (Eds.) book is a complete overview of all doctoral research within the field. Each study discusses empirical, methodological and theoretical contributions, and implicati- ENGLISH DIDACTICS IN NORWAY IN DIDACTICS ENGLISH ons for teaching English as a second or additional language (L2) today. 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 ENGLISH 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. DIDACTICS The chapters also provide models and insight to master (MA) students and doctoral (PhD) 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 IN NORWAY other research in each particular field. Editors are Ulrikke Rindal and Lisbeth M. Brevik at the Department of Teacher – 30 years of doctoral research Education and School Research at the University of Oslo. Both work as teacher educators and conduct research within English didactics. This book is also available open access at Idunn. ISBN printed edition (print on demand) 978-82-15-03073-9 English Didactics in Norway Ulrikke Rindal and Lisbeth M Brevik English Didactics in Norway – 30 years of doctoral research Universitetsforlaget © Copyright 2019 Copyright of the collection and the preface is held by Lisbeth Brevik and Ulrikke Rindal. Copyright of the individual chapters is held by the respective authors. This book was first published in 2019 by Universitetsforlaget. The material in this publication is covered by the Norwegian Copyright Act and published open access under a Creative Commons CC BY-NC-ND 4.0 licence. This licence provides permission to copy or redistribute the material in any medium or format. These freedoms are granted under the following terms: you must give appropriate credit, provide a link to the licence and indicate if changes have been made to the material. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform or build upon the material, you may not distribute the modified material. You may not apply legal terms or technological measures that legally restrict others from doing anything the licence permits. The licensor cannot revoke the freedoms granted by this licence as long as the licence terms are met. Note that the licence may not provide all of the permissions necessary for your intended use. For example, other rights, such as publicity, privacy or moral rights, may limit how you use the material. The full text of this licence is available at https://creativecommons.org/licenses/by-nc-nd/4.0/ legalcode. This book is published with support by Publiseringsfondet UiO, Publiseringsfondet USN, Pub- liseringsfondet UiT, Publiseringsfondet HVL, Publiseringsfondet UiS, Publiseringsfondet UiB, Publiseringsfondet INN, Publiseringsfondet UiA and Publiseringsfondet NTNU. ISBN printed edition (print on demand): 978-82-15-03073-9 ISBN electronic pdf-edition: 978-82-15-03074-6 DOI: 10.18261/978-82-15-03074-6-2019 Enquiries about this publication may be directed to: [email protected]. www.universitetsforlaget.no Cover: Universitetsforlaget Prepress: Tekstflyt AS Contents Introduction . 9 THE DEVELOPMENT OF ENGLISH AS A SCHOOL SUBJECT 1Aud Marit Simensen PhD revisited: English in compulsory school. Aims and content . 16 ENGLISH WRITING 2 Aud Solbjørg Skulstad PhD revisited: Established and emerging business genres. Genre analyses of corporate annual reports and corporate environmental reports . 35 3Ion Drew PhD revisited: Future teachers of English. A study of competence in the teaching of writing. 57 4Tony Burner PhD revisited: Formative assessment of writing in English. A school-based study of perceptions, practices and transformations . 78 5 May Olaug Horverak PhD revisited: English writing instruction in Norwegian upper secondary school – a linguistic and genre-pedagogical perspective . 98 6 Stephanie Hazel Wold PhD revisited: INGlish English – the progressive construction in learner narratives . 118 DIGITAL ENGLISH COMPETENCE 7 Andreas Lund PhD revisited: The teacher as interface. Teachers of EFL in ICT-rich environments: Beliefs, practices, appropriation . 140 8Fredrik Mørk Røkenes PhD revisited: Preparing future teachers to teach with ICT. An investigation of digital competence development in ESL student teachers in a Norwegian teacher education program . 162 This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. 6 CONTENTS | ENGLISH DIDACTICS IN NORWAY READING IN ENGLISH 9 Glenn Ole Hellekjær PhD revisited: The Acid Test. Does upper secondary EFL instruction effectively prepare Norwegian students for the reading of English textbooks at colleges and universities? . 183 10 Lisbeth M Brevik PhD revisited: How teachers teach and readers read. Developing reading comprehension in English in Norwegian upper secondary school . 207 11 Rebecca Anne Charboneau Stuvland PhD revisited: Approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools . 229 CULTURE AND LITERATURE 12 Ragnhild Elisabeth Lund PhD revisited: Questions of culture and context in English language textbooks. A study of textbooks for the teaching of English in Norway . 252 13 Signe Mari Wiland PhD revisited: Poetry: Prima Vista. Reader-response research on poetry in a foreign language context . 274 14 Annelise Brox Larsen PhD revisited: Content in Nordic pupil narratives in instructed EFL. A Norwegian Perspective . 295 15 Juliet Munden PhD revisited: How students in Eritrea and Norway make sense of literature . 314 ORAL PROFICIENCY 16 Ulrikke Rindal PhD revisited: Meaning in English. L2 attitudes, choices and pronunciation in Norway . 335 17 Anne Dahl PhD Revisited: Young language learners. The acquisition of English in Norwegian first-grade classrooms . 356 CONTENTS 7 18 Henrik Bøhn PhD revisited: What is to be assessed? Teachers’ understanding of constructs in an oral English examination in Norway . 376 19 James Coburn PhD revisited: The professional development of English language teachers. Investigating the design and impact of a national in-service EFL teacher education course . 397 STATE-OF-THE-ART 20 Ulrikke Rindal and Lisbeth M Brevik State of the art: English didactics in Norway . 418 DOI: 10.18261/978-82-15-03074-6-2019-01 Introduction This edited volume is a collection of doctoral research within English didactics in a Norwegian context from 1988 to 2017. The ambition has been to cover all doctoral research that has been conducted within this field, and to the best of our knowledge all but four PhD theses within the field of English didactics in the Nor- wegian context are represented here. The four missing theses are referenced below. Our aim is to continue this project in future editions, adding chapters as new doctoral studies are carried out. As a relatively young research field both in Norway and internationally, English didactics has not had a clear distinctiveness as a separate field, and in Norway there has been no overview of the research that has been conducted. English didactics has traditionally been a practically oriented domain developed from research conducted in more established fields, such as linguistics, literature, sociology and psychology. It still is a practically oriented field, but in recent decades it has firmly established itself as a research field in Norway. Students in Norwegian teacher education write their Master’s thesis in English didactics, research fellows do their PhD in English didactics, and scholars continue to conduct research in English didactics as the core of their academic careers. Furthermore, teacher education is increasingly in need of research-based literature to use as course texts. We believe it is high time English didactics in Norway is given the attention it deserves as a separate academic field. Following these considerations, this volume has been compiled for scholars nationally and internationally who are interested in English didactics, as well as for students at Bachelor and Master’s levels in teacher education. We demarcate the field of English didactics as follows: English didactics is best described as research, theory and applications relevant for English as a school subject. This includes research and applications in primary and secondary school, as well as in higher education, including teacher education for future teachers of English, and including English com- munication outside school. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode. 10 ULRIKKE RINDAL AND LISBETH M BREVIK | ENGLISH DIDACTICS

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