Debra Myhill: Debra Myhill is Professor of Education at the University of Exeter, UK. Her research has focused particularly on young people’s composing processes and their metacognitive awareness of them; the inter-relationship between metalinguistic understanding and writing; the talk-writing interface; and the teaching of writing. She is Director of the Centre for Research in Writing, which promotes inter-disciplinary research, drawing on psychological, socio-cultural and linguistic perspectives on writing. Over the past fifteen years, she has led a series of research projects in these areas, in both primary and secondary schools, and has conducted several commissioned research studies. Debra runs numerous professional education courses for teachers, examining the practical classroom implications of her research on the teaching of writing, and in 2014, her research team was awarded the Economic and Social Research Council award for Outstanding Impact in Society. |
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Aleksander Husøy: Aleksander Husøy er en pioner i bruken av spill i skolen og jobber som lærer og spillpedagog ved Nordahl Grieg videregående skole. De siste ti årene har han utviklet og gjennomført en rekke undervisningsopplegg hvor spill blir tatt i bruk i både egne og andres klasserom. I 2015 mottok han Gullepleprisen for innovativ bruk av teknologi i skolen. Sammen med andre lærere og forskere driver han nettressursen Spillpedagogene.no og podcasten "Spillpedagogene - Spill og digital kultur". Han er også medforfatter av boken "Spillpedagogikk" Utgitt av Fagbokforlaget i mai 2020. |
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Marina Prilutskaya: Marina Prilutskaya is a researcher at Nord University, Bodø, Norway. She has just completed her PhD in English subject teaching at the Faculty of Education and Arts. Marina has 10 years of English teaching experience in primary and lower secondary school in Norway, both in mainstream and Montessori schools. As part of her PhD studies, Marina teaches an introductory course in English for first-year undergraduate students enrolled in the teacher training program (MAGLU 5-10), and also supervises their practicum. The title of her PhD thesis is “Use of Students’ Linguistic Resources in Teaching English as an additional language in Norway”, data from which elements of her talk will be taken. |
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Nayr Ibrahim and David Valente: Nayr and David will bring a spotlight on two areas: the potential of translanguaging in picturebooks for highlighting linguistic diversity as well as validating multilingual voices, allowing children to experiment with different sounds and understand multilingualism. We will use Madlenka by (2010) Peter Sis and Marisol MacDonald doesn’t match (2011) by Monica Brown and Sara Palacios, as well as a bilingual North Sami/Norwegian book Ábiid plástihkat – Plasten i havet (2020) by Rita Sørly and Malgorzata Piotrowska. This book, together with We are Water Protectors (2020) by Carole Lindstrom and Michaela Goade, and other examples of children’s literature, include the voice of nature to illustrate a pedagogical concept for supporting eco-consciousness in the language classroom. These cover age ranges from primary to lower secondary. Nayr Ibrahim is Associate Professor of English Subject Pedagogy at Nord University in Norway. She has over 25 years of experience in English and bilingual education in Portugal, Paris, Cairo, Hong Kong and now Norway. Nayr holds a PhD in trilingualism, triliteracy and identity from the University of Reading. She has participated in various EU projects on multilingualism, including reviewing the EU's Key Competencies for Lifelong Learning (2018). She is associate editor of the Clele journal (Children’s Literature in English Language Education)and her publications include Teaching Children How to Learn with Gail Ellis. Her research interests are early language learning, bi/multilingualism, multiple literacies, language and identity, learning to learn, children’s literature and children’s rights. David Valente is a Nord University research fellow in English language and literature subject pedagogy. His research interests include children’s literature in primary English teaching, primary and secondary teacher education and intercultural learning. His PhD research explores the positioning of children’s literature as a catalyst for intercultural perspective shifting in primary English education. David has over 20 years’ experience in English language education as a teacher, teacher educator, academic manager, coursebook author and journal editor. He is also reviews editor for the Children’s Literature in English Language Education journal.
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