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Research Group TELL – Text-based English Language Learning

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Diamantopoulou, S., & Christidou, D. (2018). Children’s eye views of an archaeological site: A multimodal social semiotic approach to children’s drawings. Whitehead, G.D., Petrov, J., Saunderson, H.(Eds), A Child's Eye View of Museums: Remembering Elee Kirk. Museums and Society Special Issue 16 (3), 334-351.

Diamantopoulou, S., & Christidou, D. (2016). The Choreography of the Museum Experience: Visitors’ Designs for Learning. The International Journal of Arts Education, 11 (3), 1-13.

Heggernes, S. L. (under review). Does the text matter? A review of the use of texts to foster intercultural competence in the ELT classroom.

Hoff, H. E. (2018). Intercultural competence. In A.-B. Fenner & A.S. Skulstad (Eds.), Teaching English in the 21st century: Central issues in English didactics (pp. 67-89). Bergen: Fagbokforlaget.

Hoff, H. E. (2017). Fostering the “intercultural reader”? An empirical study of socio-cultural approaches to EFL literature. Scandinavian Journal of Educational Research, 1-22.

Hoff, H. E. (2016). From “intercultural speaker” to “intercultural reader”: A proposal to reconceptualise intercultural communicative competence through a focus on literary reading. In F. Dervin & Z. Gross (Eds.), Intercultural competence in education: Alternative approaches for different times (pp. 51-71). London: Palgrave Macmillan.

Hoff, H. E. (2014). A critical discussion of Byram’s model of intercultural communicative competence in the light of Bildung theories. Intercultural Education, 25 (6), 508-518.

Hoff, H. E. (2013). “Self” and “Other” in meaningful interaction: Using fiction to develop intercultural competence in the English classroom. Tidsskriftet FoU i praksis, 7 (2), 27-50.

Lund, R. (2011). Presentasjonen av ‘fremmede land og folk’ i engelskbøker for ungdomstrinnet. En studie av lærebøker i engelsk fra 1889 til 1974. I Skjelbred, Dagrun & Bente Aamotsbakken (red). Norsk Lærebokhistorie - en kultur- og danningshistorie III. Oslo: Novus forlag, 241-264.

Lund, R. (2010). Teaching a world language for local contexts. The case of Namibian textbooks for the teaching of English. IARTEM  E-Journal, Vol. 3. Nr. 1, 57-71. http://biriwa.com/iartem/ejournal/volume3.1/Lund_paper_IARTEM_eJournal_Vol3_No1.pdf

Lund, R. & K. Zoughby (2008). English Language Textbooks in Norway and Palestine. I Horsley, Mike & Jim McCall (red). Conference Volume from the Ninth International IARTEM Conference, 203-211. https://iartemblog.files.wordpress.com/2012/03/9thiartemconferencevolume.pdf

Oyama-Mercer, R. (2019). ‘Reading as Designing: A multimodal approach to literary texts’. Punctum. International Journal of Semiotics. Multimodality in Education. Vol.5-1.  (http://punctum.gr) 

Oyama-Mercer, R. (2016). ‘Multimodality in Literature: A study of W.G. Sebald’s novels’. Literary Studies. Vol. 129, pp. 35-44. School of Arts and Letters, Meiji University, Tokyo.

Oyama-Mercer, R. (2010). ‘A Study of Media Transfer in D.H. Lawrence Sons and Lovers: From written texts to multimodal texts’. Literary Studies. Vol.112, pp. 168-193. School of Arts and Letters, Meiji University, Tokyo.

Oyama-Mercer, R. (2009). ‘A Stylistic Analysis of Kazuo Ishiguro’s Never Let Me Go: Use of Transitivity, Modality and Speech Presentation in Relation to Characterization’. Literary Studies. Vol. 107, pp. 108-134. School of Arts and Letters, Meiji University, Tokyo.

Oyama-Mercer, R. (2007). ‘Visual Translation of Literary Texts: A Case of Hemingway’s Cat in the Rain’. Literary Studies. Vol. 103, pp. 162-182. School of Arts and Letters, Meiji University, Tokyo.

Oyama-Mercer, R. (2004). ‘A Multimodal Analysis of Children’s Picture books: The Functional Load of Visual Image and Language’. Speech, Writing and Context: Interdisciplinary Perspective. Kansai University of Foreign Studies Publication. pp. 122-132. Kansai Gaidai University, Osaka.

Skulstad, A. S. (forthcoming) Communicative writing skills. In T. Burner, C. Carlsen & K. Kverndokken (Eds.) 101 Ways to work with communicative skills: English teaching in primary and secondary school. Bergen: Fagbokforlaget.

Skulstad, A.S. (forthcoming) PhD revisited: Established and Emerging Business Genres: Genre Analyses of Corporate Annual Reports and Corporate Environmental Reports. In L. Brevik & U. Rindal (Eds.) English didactics in Norway - 30 years of doctoral research. Universitetsforlaget ISBN 9788215030746.

Fenner, A-B. & Skulstad, A.S. (2018) (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics. Fagbokforlaget (ISBN 978-82-4502239-1) 384 p.

Skulstad, A.S. (2018) Communicative competence. In A-B. Fenner & A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics (pp. 43-66).  Fagbokforlaget ISBN 978-82-4502239-1.

Skulstad, A.S. (2018) Developing oral skills. In A-B. Fenner & A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics (pp. 117-137).  Fagbokforlaget ISBN 978-82-4502239-1.

Skulstad, A.S. (2018) Multimodality. In A-B. Fenner & A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics (pp. 257-280). Fagbokforlaget ISBN 978-82-4502239-1.

Skulstad, A.S. (2018) Teaching writing. In A-B. Fenner & A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics (pp. 139-162). Fagbokforlaget ISBN 978-82-4502239-1.

Ørevik, S. (2019). Mapping the text culture of the subject of English: Genres and text types in national exams and published learning materials. Unpublished PhD dissertation, University of Bergen.

Ørevik, S. (2018). Reading and literacy. In A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics (pp. 93-116). Bergen: Fagbokforlaget.

Ørevik, S. (2018). Digital technology in the English classroom. In A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics (pp. 237-256). Bergen: Fagbokforlaget.

Ørevik, S. (2015). From book to screen: Changing genre patterns and communicative purposes. Nordic Journal of Digital Literacy 10(2), 102-120.

Ørevik, S. (2012). From 'essay' to 'personal text': The role of genre in Norwegian EFL exam papers 1996-2011. Acta Didactica, 6(1).