Sarah M Eiene
Biographic Data
| ID | 9516092 |
|---|---|
| NAME | Sarah M Eiene |
| GIVEN NAMES | Sarah M |
| FAMILY NAME | Eiene |
| SIGNATURE | EIENE S M |
| AFFILIATIONS | Department of Teacher Education and School Research University of Oslo Oslo Norway |
| ORCID | 0009-0009-8295-0635 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
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…
No prominent works on this page.
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…
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…
EFL/ESL Teaching and Learning (2 works) · English language (2 works) · Sociocultural evolution (2 works) · Audio equipment (1 work) · Computer-mediated communication (1 work) · Dialogic (1 work) · Digital native (1 work) · Education and Technology Integration (1 work) · Educational technology (1 work) · English as a foreign language (1 work)