INTRODUSERENDE LESESTOFF OG REFERANSEMATERIALE
Simensen, A.M.: Teaching a Foreign Language. Principles and Procedures, 2007. Fagbokforlaget. (Hele boka forutsatt studert i PPU i den integrerte femårige lektorutdanningen; s. 23-125 og s. 268-281 spesielt relevant for dette emnet.)
Council of Europe. The Common European Framework of Reference for Languages: learning, teaching, assessment, 2001. Cambridge University.
Ministry of Education and Research: The Knowledge Promotion Reform (2006). Curriculum in English: Primary, lower secondary and upper secondary education and training.
Graddol, D: English Next, 2006. British Council (132 sider)
Ellis, R: Second Language Acquisition, 1997. Oxford University Press. (90 sider).
McKay, S.L: Teaching English as an International Language, 2001. Oxford Handbooks for Language Teachers (158 sider)
Council of Europe. The Common European Framework of Reference for Languages: learning, teaching, assessment, 2001. Cambridge University. s. 1-26 (26 sider).
Artikler i kompendium
Black,P.,&Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.
Breen, M.P: "Syllabus design" i Carter, R. and Nunan, D. (eds.): The Cambridge Guide to Teaching English to Speakers of Other Languages, 2001. Cambridge University Press. 151-159 (9 sider).
Brinton, D.M., Snow, M.A. and Wesche, M.B.: "Chapter 1: Putting content-based second language instruction in context" i Brinton, D.M., Snow, M.A. and Wesche, M.B.: Content-based Second Language Instruction, 1989. Newbury House Publishers. (10 sider).
Graves, K: "The Language Curriculum: A Social Contextual Perspective" i Language Teaching, 2008. 41 (2), 147-181 (34 sider).
Gray, J: "The Global Coursebook in English Language Teaching" i Block, D. and Cameroon, D. (eds): Globalization and Language Teaching, 2001. Routledge. 151-167 (16 sider).
Kramsch, C: "Intercultural communication" i Carter, R. and Nunan, D. (eds.): The Cambridge Guide to Teaching English to Speakers of Other Languages, 2001. Cambridge University Press. 201-206 (5 sider).
Lee, I. (2007). Assessment for Learning: Integrating Assessment, Teaching, and Learning in the ESL/EFL Writing Classroom. The Canadian Modern Language Review, 64, 1 (September), 199-214.
Lund, A: "The multiple contexts of online language teaching" i Language Teaching Research, 2006. 10 (2), 181-204 (23 sider).
McCarthy, M: "Discourse" i Carter, R. and Nunan, D. (eds.): The Cambridge Guide to Teaching English to Speakers of Other Languages, 2001. Cambridge University Press. 48-55 (7 sider).
Sadler, D.R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144
Wood, D: "In search of fluency: What is it and how can we teach it?" i The Canadian Modern Language Review, 2001. 57 (4), 573 - 589 (15 sider).
(Tilgjengelig via UiOs biblioteksider)
Brubæk, S: “Pragmatic competence in English at the VG1 level: To what extent are Norwegian EFL students able to adapt to contextual demands when making requests in English?” i Acta Didactica Norge, 2012. 6(1) (19 pages).
Dürmüller, U: “Towards a new English as a foreign language curriculum for Continental Europe”. I M. A. Locher & J. Strässler (Eds.), Standards and norms in the English language, 2008. (pp. 239-253). Berlin and New York: Mouton de Gruyter. (15 sider)
Little, D: “The Common European Framework of Reference for Languages: Content, purpose, origin, reception and impact” i Language Teaching, 2006. 39, pp 167-190 (23 sider)
Lund, A: “What’s VOLL got to do with it? Sociocultural perspectives on ICT in language learning”. I A. Fitzpatrick & R. O’Dowd (Eds.), E-VOLLution 2010: Exploring cutting edge applications of networked technologies in vocationally oriented language learning, 2011. (s. 15-28). European Centre for Modern Languages, Council of Europe Publishing. (13 sider)
Rindal, U. & Piercy, C.: “Being ‘neutral’? English pronunciation among Norwegian learners” i World Englishes, 2013. 32(2), pp. 211-229. (24 sider)
Simensen, A. M: “Europeiske institusjoners rolle i utviklingen av engelskfaget i norsk skole” i Didaktisk Tidskrift, 2011. 20(3), 157-181 (24 sider)
Suzuki, A: “Introducing diversity of English into ELT: Student teachers' responses” i ELT Journal, 2011. 65(2), 145-153 (9 sider)
ANBEFALT TILLEGGSLITTERATUR (IKKE PENSUM)
Black,P.,&Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 1-65.
Cogo, A: “English as a Lingua Franca: concepts, use and implications” i ELT Journal, 2012. 66 (1), 97-105 (9 sider).
Jenkins, J., Cogo, A. & Dewey, M: “Review of developments in research into English as a lingua franca” i Language Teaching, 2011. 44 (3), 281-315
McArthur, T: “World English and world Englishes: Trends, tensions, varieties, and standards” i Language Teaching, 2001. 34 (1), 1-20 (20 sider)
Nicol&McFarlane-Dick, (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 31:2, 199-218
Ragnhild Elisabeth Lund, 2014. 'Writing in EFL teachers'education'. Acta Didactica Norge. Vol.8, Nr.1. Art.1
Sadler, D.R. (1989) Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144
Sowden, C: “ELF on a mushroom: the overnight growth in English as a lingua franca” i ELT Journal, 2012. 66 (1), 89-96 (8 sider).
Hymes, D. (1972). On communicative competence. Sociolinguistics: Selected readings. J. B. Pride and J. Holmes. Harmondsworth, Penguin Books.
Schmitt, N: Vocabulary in Language Teaching. 2002. Cambridge University Press. (201 sider)
Kirkpatrick, Andy: World Englishes: Implications for international communication and English language teaching
Matsuda, A.: Principles and Practices of Teaching English as an International Language, 2012. Multilingual Matters Ltd.
Gundem, B. B: Engelskfaget i folkeskolen. Påvirkning og gjennomslag fra 1870-årene til først på 1970-tallet, 1989. Oslo: Universitetsforlaget.