Abstrakt og biodata

 

Debra Myhill:
Grammar as Choice – a Creative Resource for Writing 
This workshop will introduce creative and purposeful ways to integrate grammar within the teaching of writing, drawing on research findings from the Centre for Research in Writing at the University of Exeter.  Through practical examples and activities, the workshop will demonstrate how explicit teaching of grammar can be used to actively support students’ learning about writing.  In contrast to traditional teaching of grammar which focuses on decontextualised knowledge and grammatical errors, this workshop will look at how grammar can be taught as part of a purposeful and creative writing curriculum, developing students’ understanding of the relationship between grammatical choice and its effect in writing. The workshop will explain how authentic texts can be used to explore how writers make language choices, and how through this, developing writers can be supported in understanding the power of the choices they make in their own writing.  It will highlight the importance of making learning connections between a grammatical form and the effect it has in a particular piece of writing.  Finally, the workshop will consider the critical importance of cultivating classroom communities of writers where there is rich talk about language choices. 

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
 

Aleksander Husøy:
Spill som tekst i engelskfaget 
Spill er mye mer enn bare underholdning. Spill kan fortelle historier, utforske nye perspektiver, pirre nysgjerrigheten og by på opplevelser som ellers er utilgjengelige innenfor klasserommets fire vegger. For lærere med begrenset spillerfaring, kan det å bevege seg inn i en arena hvor elever føler seg mer hjemme enn læreren være litt skummelt. Men - lærere behøver ikke å være "gamere" for å undervise med spill. I dette foredraget vil Aleksander Husøy ved vise hvordan lærere kan bruke sin eksisterende kompetanse i undervisning med film og litteratur til å gjennomføre god undervisning med spill.  

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.
 

Marina Prilutskaya:
Incorporating background languages in ELT: a study of crosslingual writing practices 
The recently revised version of the National Curriculum for English stresses the importance of promoting learners’ ability to recognize multilingualism as a resource in school, and thus invites reassessment of existing approaches to teaching English in Norwegian mainstream compulsory schools. This presentation reports on a study of Norwegian upper secondary school students’ crosslingual writing practices when writing in English. Flexible use of languages was encouraged to bring the whole of the students’ linguistic repertoire into play. The presentation addresses several topics related to the overall issue of the pedagogical affordances of incorporating background languages in L2 writing instruction practices.   

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. 
 


 

Nayr Ibrahim and David Valente:
Exploring diverse voices in multimodal texts: the linguistic and environmental dimensions
In this session, Nayr Ibrahim and David Valente will focus on the potential of picturebooks for exploring diverse voices in children’s literature. According to Dolan (2004: 3), picturebooks can ‘bridge the gap between geographically distant places and the lives of children in the classroom’, through the interplay of words and pictures, which allow the child to learn to read the world. However, representation of diversity in children’s literature goes beyond the multicultural to encouraging children to read the world through other perspectives, for example, linguistic and environmental.

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.