Lisbeth M Brevik
Biographic Data
| ID | 5972504 |
|---|---|
| NAME | Lisbeth M Brevik |
| GIVEN NAMES | Lisbeth M |
| FAMILY NAME | Brevik |
| SIGNATURE | BREVIK L M |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0003-2478-5677 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 19 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Fluid Multilingualism
Despite indications that creating opportunities for student talk in language classrooms is crucial for language development and educational outcomes, few studies have compared the amount of student talk in first (L1) and second or foreign (L2/L3) language classrooms. To address this gap, this article presents findings from the large‐scale European project LANGUAGES. By using a sociocultural lens on classroom talk in 48 secondary classrooms of Eng…
The classroom as space for change
Previous studies have shown that teachers are vital in the implementation of educational reforms, despite variation in the extent to which teachers manifest their agency and how they involve themselves in the implementation. This study adds to the existing literature by investigating teachers’ curricular uptake of the national reform (LK20) in Norway. We investigated teachers’ reported uptake of curricular concepts during 3 years (2021–24) follow…
Teaching with and about GenAI
As generative artificial intelligence (GenAI) technologies develop, secondary teachers face the challenge of helping students use GenAI effectively and responsibly for learning. Based on the large-scale EDUCATE project's video recordings of naturally occurring teaching (i.e., without teacher–researcher collaboration), this study examined authentic GenAI practices in highly digitalized language classrooms. Shortly after GenAI became mainstream, we…
Life skills education in secondary language classrooms
Background: Life skills education (LSE) has prevailed since the early 1980s, and despite international policy ambitions, there are few indications of LSE in formal school contexts outside of education programmes. This study adds to existing literature by investigating LSE in Norway, shortly after its introduction into the 2020 national curriculum; acknowledging the value of developing students’ ability to understand and influence factors that are…
These unscripted moments
On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardl…
Life skills education as a balancing act
Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons …
A dialogic whole
Despite indications that digital technology transcends traditional approaches to classroom instruction, evidence of the role of digital technology during student talk in language classrooms is scarce. This paper presents findings from the large-scale European project LANGUAGES. Through a sociocultural lens on student talk during 72 video-recorded language lessons in England, France and Norway, we examined 36 secondary classrooms of English and Fr…
Secondary school students’ beliefs about multilingualism across contexts
International audience
From Pages to Practice
Having opportunities to work with literary texts in language teaching is crucial to promoting students' language development, general education, and personal growth. Despite the recognized importance of reading literary texts in research and in policy, to date, little is known about the frequency and characteristics of literature instruction in the teaching of English as a second, foreign, or additional language. To illuminate classroom practices…
This Land is My Land
Adventures with Anxiety
Digital ambitions vs. classroom reality in Norwegian lower secondary schools
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons ( N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of d…
Digital skills critical for education
Intercultural approaches to second and foreign language instruction
Despite international recommendations, there is little evidence of teachers’ intercultural approaches to language instruction. Combining video recordings and teacher interviews in Norway, this study found that intercultural approaches to teaching were more prominent in English instruction than in French instruction. We observed teaching practices prioritising intercultural knowledge and critical understanding over skills, attitudes and values. Th…
Challenging the Notion of CLIL Elitism
Content and Language Integrated Learning ( CLIL ) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio‐economic status ( SES ) choose to apply for a CLIL program. A content analysis was conducted of 85 motivation letters written by students as part of the application process to…
Characterizing CLIL teaching
As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in popularity in Europe and research has primarily focused on (language) learning outcomes. Few studies have identified what characterizes teaching in the CLIL classroom in terms of content and language integration. Studying how CLIL is practiced is vital to understanding how it works and how students can benefit from it. In this study, we filmed and observ…
Language Use in the Classroom
Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons ( N = 60) of naturally occurring instruction over time, with a survey of students’ ( N = 179) exper…
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Language Use in the Classroom
Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons ( N = 60) of naturally occurring instruction over time, with a survey of students’ ( N = 179) exper…
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Life skills education as a balancing act
Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons …
Digital ambitions vs. classroom reality in Norwegian lower secondary schools
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons ( N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of d…
Student teachers’ practice and experience with differentiated instruction for students with higher learning potential
Transformative agency in teacher education
Student teachers face complex challenges in their future profession, incl. developing professional digital competence (PDC). • In response, teacher education needs to address the reciprocity of PDC and students' transformative agency. • We demonstrate how a small private online course (SPOC) integrates PDC, university seminars and practice. • Student teachers respond to challenges by transforming them into opportunities for their professional dev…
Language Use in the Classroom
Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons ( N = 60) of naturally occurring instruction over time, with a survey of students’ ( N = 179) exper…
Characterizing CLIL teaching
As a bilingual teaching method, Content and Language Integrated Learning (CLIL) is growing in popularity in Europe and research has primarily focused on (language) learning outcomes. Few studies have identified what characterizes teaching in the CLIL classroom in terms of content and language integration. Studying how CLIL is practiced is vital to understanding how it works and how students can benefit from it. In this study, we filmed and observ…
Digital skills critical for education
Intercultural approaches to second and foreign language instruction
Despite international recommendations, there is little evidence of teachers’ intercultural approaches to language instruction. Combining video recordings and teacher interviews in Norway, this study found that intercultural approaches to teaching were more prominent in English instruction than in French instruction. We observed teaching practices prioritising intercultural knowledge and critical understanding over skills, attitudes and values. Th…
Challenging the Notion of CLIL Elitism
Content and Language Integrated Learning ( CLIL ) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio‐economic status ( SES ) choose to apply for a CLIL program. A content analysis was conducted of 85 motivation letters written by students as part of the application process to…
This Land is My Land
Adventures with Anxiety
Digital ambitions vs. classroom reality in Norwegian lower secondary schools
Despite high political ambitions, the increased use of digital technology in lower secondary school has resulted in little indication of the advanced use of digital skills. Drawing on video-recorded lessons ( N = 29) from five schools in Norway over time and across two national curricula, this study mapped the opportunities students had to develop digital skills in English classrooms. The findings provide nuanced insight into the instruction of d…
Life skills education in secondary language classrooms
Background: Life skills education (LSE) has prevailed since the early 1980s, and despite international policy ambitions, there are few indications of LSE in formal school contexts outside of education programmes. This study adds to existing literature by investigating LSE in Norway, shortly after its introduction into the 2020 national curriculum; acknowledging the value of developing students’ ability to understand and influence factors that are…
These unscripted moments
On February 24, 2022, Russia invaded Ukraine, and news spread rampantly in digital media. Simultaneously, researchers were conducting video observations of naturally occurring teaching in Norway. Using mixed methods, this study identified how English and social science teachers in two secondary schools addressed the invasion, across nine classes involving 195 students. Findings suggest that teachers prioritised teaching about the invasion regardl…
Life skills education as a balancing act
Adolescents confront mental health challenges in a post-Covid19 world with warfare and increased digitalisation, necessitating resilient young adults. Despite global recommendations, evidence of life skills education (LSE) in classrooms is scarce. This study involved classroom observations of naturally occurring instruction across 18 Norwegian upper secondary classrooms and identified how LSE was implemented in English and social science lessons …
A dialogic whole
Despite indications that digital technology transcends traditional approaches to classroom instruction, evidence of the role of digital technology during student talk in language classrooms is scarce. This paper presents findings from the large-scale European project LANGUAGES. Through a sociocultural lens on student talk during 72 video-recorded language lessons in England, France and Norway, we examined 36 secondary classrooms of English and Fr…
Secondary school students’ beliefs about multilingualism across contexts
International audience
From Pages to Practice
Having opportunities to work with literary texts in language teaching is crucial to promoting students' language development, general education, and personal growth. Despite the recognized importance of reading literary texts in research and in policy, to date, little is known about the frequency and characteristics of literature instruction in the teaching of English as a second, foreign, or additional language. To illuminate classroom practices…
Fluid Multilingualism
Despite indications that creating opportunities for student talk in language classrooms is crucial for language development and educational outcomes, few studies have compared the amount of student talk in first (L1) and second or foreign (L2/L3) language classrooms. To address this gap, this article presents findings from the large‐scale European project LANGUAGES. By using a sociocultural lens on classroom talk in 48 secondary classrooms of Eng…
The classroom as space for change
Previous studies have shown that teachers are vital in the implementation of educational reforms, despite variation in the extent to which teachers manifest their agency and how they involve themselves in the implementation. This study adds to the existing literature by investigating teachers’ curricular uptake of the national reform (LK20) in Norway. We investigated teachers’ reported uptake of curricular concepts during 3 years (2021–24) follow…
Teaching with and about GenAI
As generative artificial intelligence (GenAI) technologies develop, secondary teachers face the challenge of helping students use GenAI effectively and responsibly for learning. Based on the large-scale EDUCATE project's video recordings of naturally occurring teaching (i.e., without teacher–researcher collaboration), this study examined authentic GenAI practices in highly digitalized language classrooms. Shortly after GenAI became mainstream, we…
Pedagogy (14 works) · Psychology (14 works) · Mathematics education (13 works) · EFL/ESL Teaching and Learning (7 works) · Norwegian (7 works) · Sociology (7 works) · Teaching method (7 works) · Literacy, Media, and Education (6 works) · Second Language Learning and Teaching (6 works) · Computer Science (5 works)