Timeplan 2022 Vår - lærer Minjeong Son - Førsteamanuensis

Read:

Lysvåg (2005), p. 102-104

Swan and Smith (2001)

Go through the feedback you have received on both submissions and bring any questions you have.

Have a look at the page posted on Canvas and look through the PPT slides before the class.

Read:

Hestnes (2011) “Grammar-to-go"

See the discussion questions on Canvas

Hummel (2014), Video: Anne Dahl

Harmer, chs 3-4

Hestnes (2011) Grammar to go

SLA case study: L1 Norwegians learning subject-verb agreement

Killie, K. (2019). The Acquisition of Subject-Verb Agreement Among Norwegian (Teenage) Learners of English: Focus on the Subject.

Killie, K. (2021). ‘I are in New York’: om tilegnelsen av samsvarsbøyning i engelsk blant innlærere med norskspråklig bakgrunn.

12.30–14.00: Learning a third language (Nadine Kolb)

14.15-16.00: Integrating language and content in a multilingual English classroom (Minjeong Son)

Krulatz, et. al. 2018. Enacting multilingualism. Cappelen Damm Akademisk.

Chapter 6 (pp. 77–87: Learning a third or additional language)

Chapter 15 (pp. 195-205): Integrating language and content in a multilingual English classroom

A plurilingual approach in English language teaching and CONBAT+

Bernaus, Furlong, Jonckheere & Kervran. 2012. ConBaT+: adding a plurilingual/cultural dimension to content-based teaching.

Cenoz & Gorter. 2013. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages.

A plurilingual approach to English teaching (Practical Task)

Bernaus, Furlong, Jonckheere & Kervran. 2012. ConBaT+: adding a plurilingual/cultural dimension to content-based teaching.

Cenoz & Gorter. 2013. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages.

A plurilingual approach to English teaching (Practical Task)

Bernaus, Furlong, Jonckheere & Kervran. 2012. ConBaT+: adding a plurilingual/cultural dimension to content-based teaching.

Cenoz & Gorter. 2013. Towards a plurilingual approach in English language teaching: Softening the boundaries between languages.

Oral presentation: Teachers’ beliefs and competence in dealing with a multilingual classroom

Choose one of the following articles for presentation:

Angelis (2011). Teachers’ beliefs ...

Hachfeld, Hahn, Schroeder, Anders & Kunter (2015). Should teachers be colorblind?

Surkalovic (2014). Forbereder grunnskolelærerutdanningen ...

Dahl & Krulatz (2016). Engelsk som tredjespråk: ...

Haukås (2016). Teachers’ beliefs ...

Oral presentation: Teachers’ beliefs and competence in dealing with a multilingual classroom

Choose one of the following articles for presentation:

Angelis (2011). Teachers’ beliefs ....

Hachfeld, Hahn, Schroeder, Anders & Kunter (2015). Should teachers be colorblind?

Surkalovic (2014). Forbereder grunnskolelærerutdanningen ...

Dahl & Krulatz (2016). Engelsk som tredjespråk ...

Haukås (2016). Teachers’ beliefs ...

The debate on grammar teaching and learning

Ellis (2006). Current issues in the teaching of grammar: An SLA perspective

Newby (2020). Teaching grammar

Pedagogical grammar

Keck, C.M. and Kim, Y. (2014). Pedagogical grammar:

Chapter 1: Pedagogical grammar, pp. 2-6.

Chapter 8: Instructed L2 grammar acquisition: Six key theory-practice links. pp. 145–169.

IEG ch. 10

Reading: IEG ch. 16, Lysvåg (2005) p.102-104

Supplementary reading: Swan and Smith (2001)

Jenkins (2015), Krulatz, Flognfeldt & Dahl (2018), chs. 10-11.

Watch: Flognfeldt, Mona (2020)

Supplementary reading: Carlsen (2017)

Flognfeldt & Lund, pp. (pp. 199-241, 258-266)

Watch: Gakonga (2012)

Davidsen-Nielsen & Harder (2001)

Previous exam papers