Moving English Language Teaching Forward
Av Magne Dypedahl (Ed.)
Forfattere
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Michael Byram has been Professor Emeritus since October 2008. Byram began his professional life as a teacher of foreign languages in secondary education in England, complemented by work in adult education. He then moved to the University of Durham to the School of Education, where he worked for almost 30 years, first in initial teacher education and then increasingly in doctoral education. From the 1990s until the early 2020s, Byram was adviser and expert at the Council of Europe in language policy and intercultural and democratic citizenship.
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Jena Habegger-Conti is Associate Professor of English at the Western Norway University of Applied Sciences where she teaches and researches in intercultural education and multimodal literacy. Her most recent publication is “‘Where am I in the text?’ Using positioning in refugee comics for intercultural education” (2021).
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Christian Carlsenis Associate Professor of English at the University of South-Eastern Norway. His research interests include multilingualism in language teaching and literature in English education.
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Sissil Lea Heggernesis Associate Professor of English Subject Pedagogy at Oslo Metropolitan University. She has published widely on topics related to picturebooks, intercultural learning, critical thinking, visual analysis, dialogic learning, and language teachers’ professional development. Her research interests also include children’s literature and reading. She is co-editor of two edited volumes and a founding board member of the Association for Research on Children’s Literature in English in Norway.
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Heike Speitz has been a professor of language education at the University of South-Eastern Norway since 2015. She has long experience from teaching and research at college and university level in several countries, and from teaching languages in upper-secondary schools in Norway. National and international research and development projects focus on curriculum development and language policies, an earlier start to foreign languages in school, and pluri-/multilingualism in languages education. As head of the languages section at Telemark Educational Research, she was involved in international projects with the Council of Europe, connected to the CEFR and the European Language Portfolio (ELP/PEL). Multilingualism, language learning, culture and identity are key words in her professional activities. For the past year, Heike Speitz has been the head of USN’s Ph.D. program in Culture Studies.
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Gro-Anita Myklevold is currently a PhD student at the University of South-Eastern Norway. In her PhD project she investigates how the multilingual turn can be operationalized in language classrooms at the upper secondary school level in Norway, and how multilingualism as a phenomenon is perceived by students, teachers and teacher educators. In addition to multilingualism, her main research interests are English teaching and learning in general, and metafiction and metacognition in particular. She has previously co-edited the publications Fremmedspråksdidaktikk (Cappelen Damm Akademisk, 2014) and Teaching and Learning English (Cappelen Damm Akademisk, 2018), and she has published articles within metacognition (Bøhn & Myklevold, 2018), as well as in metafiction (Myklevold, 2014, 2017, 2019).
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Asli Lidice Gokturk Saglam is a postdoctoral researcher at the Department of Languages and Literature Studies at the University of South-Eastern Norway. Her post-doc project focuses on research literacy in pre-service teacher education in the Norwegian higher education context. Her other research interests cover language assessment and use of educational technology.
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Hild Elisabeth Hoff is Associate Professor of English didactics at the University of Bergen (Norway), where she teaches and supervises student teachers of English. Hoff’s research focuses on the intercultural dimension of language teaching and learning, and her work on intercultural competence and literature studies has been published internationally.
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Magne Dypedahlis Associate Professor of English at the University of South-Eastern Norway. His research focuses on intercultural communication and American presidential rhetoric. He has co-edited many anthologies in the field of language pedagogy and co-authored many textbooks on the English language and English as a foreign language for upper secondary school and higher education.
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Cecilie Waallann Brown is Associate Professor of English Language Teaching methodology at the Department of Education and Sports Science, University of Stavanger, where she teaches courses on literature and culture. Her research on the topics of critical (visual) literacy and intercultural learning in language education has been disseminated through a number of research publications.
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Mona Evelyn Flognfeldt is Associate Professor of English language and language pedagogy at the Faculty of Education and International Studies at OsloMet – Oslo Metropolitan University. Her research focuses on the teaching of English in multilingual primary education, teacher cognition, and sustainable vocabulary development.
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Sara Barosen Liverødis Assistant Professor of English at the University of South-Eastern Norway, where she teaches literature in English, English grammar, and English didactics. She received her Bachelor of Arts from Roehampton University in London, England, and her Master of Arts from the University of Tromsø, Norway. Her main research interests are the use of literature and video games in second language acquisition, the latter stemming from more than 20 years of gaming experience.
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Catharine Veronica Perez Meissner is Assistant Professor at Inland Norway University of Applied Sciences. She has taught at and worked with teachers in secondary schools in Norway, and she currently teaches English didactics to student and in-service teachers. Her research interests lie in the field of English didactics and literacy, particularly in the assessment of writing.
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Tony Burner er professor i engelsk ved lærerutdanningene ved Universitetet i Sørøst-Norge og professor II ved OsloMet – Storbyuniversitetet. Han har også erfaring fra undervisning i ungdomsskole, videregående opplæring og voksenopplæringer i fagene norsk, engelsk og samfunnsfag. Burner har doktorgrad i profesjonsforskning med innretning mot lærerutdanning og skole, hvor han skrev om formativ skrivevurdering i engelskklasser på ungdomstrinnet. I tillegg til klasseromsvurdering har han skoleutvikling, læreres profesjonelle utvikling, veiledning, flerspråklighet og mangfoldskompetanse som forskningsinteresser.
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Delia Schipor is Associate Professor of English at the University of South-Eastern Norway, where she teaches English grammar, English didactics, and Multilingualism and culture. She has a doctoral degree on historical multilingualism from the University of Stavanger, and her current publications are focused on English didactics and the history of English. Her research interests include multilingualism, critical visual literacy, and national subject curriculum implementation.
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Janice Bland is Professor Emerita of English Education, Nord University, Norway. She holds a doctorate from the University of Jena, Germany, on literary learning with children and teenagers in English language education. Her research interests include ELT with young learners, children’s literature, creative writing, critical literacy and global issues, ecocriticism, interculturality and drama. Janice is editor-in-chief of the journal Children’s Literature in English Language Education (CLELEjournal), and her research outputs include six published books. Her most recent monograph is Compelling Stories for English Language Learners: Creativity, Interculturality and Critical Literacy (Bloomsbury Academic), which was an IRSCL Honour Book for 2023.
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Vilde Smeby Hammershaug has a Master of Arts in Educational Sciences for Teacher Education from Oslo Metropolitan University. Her main research interest is self-regulated learning and learning strategies. In 2021 she delivered her MA thesis, which presents a qualitative study on language learning strategies, based on perspectives from the national curriculum and lower-secondary teachers’ beliefs and experiences.
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Juliet Munden is docent emeritus at Inland Norway University of Applied Sciences. She has taught English at secondary schools in Norway and Kenya, and worked with teacher education in Norway, Namibia, Papua New Guinea, Eritrea and Zambia. She is the author of workbooks, a textbook series for English learners in primary school, and three professional textbooks in English didactics for teacher education. Her PhD and research publications have focused on reading didactics and on curriculum development in a national and comparative perspective.