Altijana Brkan-Masud

• Blå, Berit Hope; Grønn, Berit; Brkan-Masud, Altijana & Gjesdal, Anje Müller (2025). Å bli fremmedspråklærer: utvikling av profesjonsidentitet hos fransk-, spansk-og tyskstudenter i grunnskolelærerutdanningen. ELLA – Education, Literature, Language – Utdanning, litteratur, språk. 3(5). doi: 10.58215/ella.59. Fulltekst i vitenarkiv Vis sammendrag

  Few students in the Teacher Education for Primary and Lower Secondary School, Years 5–10 (GLU) choose foreign languages, and there is limited research on this group. This article examines the development of professional identity of students studying French, Spanish, and German. Drawing on a sociocultural and lifelong learning perspective, we explore the students’ process of forming an identity as a future foreign language teacher. The empirical data consists of qualitative interviews with 16 students between their second and fifth year of study. The interviews explore their emerging development, experiences, and assumptions about foreign language teaching – from their own school experiences, through their teacher education programme, and to their future teaching careers. The findings show that both earlier experiences with inspiring schoolteachers and recent interactions in the teacher education programme serve as positive role models for the students’ professional identity development. However, we also find examples of negative experiences that students aim to avoid as future teachers. Previous research suggests that personal interest in languages and experiences from one's own schooling are key factors in subject choice and future teaching practice, a finding confirmed by our study. The students emphasise a sense of safety in the learning situation and varied, practical-communicative approaches as hallmarks of good teaching, which they strive to achieve. They demonstrate openness to exploring language together with pupils, adapting to pupils’ abilities, interests, and needs. The findings indicate that these students are prepared to further develop their subject knowledge and subject didactic competence, and to enter their roles as a foreign language teacher with a reflective and critical mindset, qualities that will benefit collaboration with colleagues in the future.

• Vold, Eva Thue & Brkan, Altijana (2020). Classroom discourse in lower secondary French-as-a-foreign-language classes in Norway: Amounts and contexts of first and target language use. System: An International Journal of Educational Technology and Applied Linguistics. ISSN 0346-251X. 93. doi: 10.1016/j.system.2020.102309. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates amounts and contexts of target language (TL) use by teachers and pupils in French-as-a-foreign-language classrooms in Norway, an educational context in which a communicative approach to language teaching is prescribed but target-language-only teaching has not been the prevailing idea. A total of 45 video-recorded French lessons from the last two years of lower secondary school were analyzed for language use and instructional activities. In most classrooms, the L1 was the language of instruction. TL use was restricted to speaking exercises, greetings, and vocabulary instruction and did not seem to increase with class level. The findings diverge in many respects from those in previous research conducted in other educational contexts. By adding data from an under-researched context to the existing body of knowledge, the present study nuances the debate on L1 use in second and foreign language learning and thus the recommendations for classroom practice commonly found in the literature. It also outlines a detailed methodological framework that can be adopted in future studies to obtain data that are comparable across contexts.

• Pillot-Loiseau, Claire; Brkan-Masud, Altijana & Marjanovic, Vanda (2016). Les bosno-croato-montenegro-serbophones. I Detey, Syvain; Racine, Isabelle; Kawaguchi, Yuji & Eychenne, Julien (Red.), La prononciation du français dans le monde: Du natif à l'apprenant. CLE International. ISSN 9782090382419. Fulltekst i vitenarkiv

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• Grønn, Berit; Blå, Berit Hope; Brkan-Masud, Altijana & Gjesdal, Anje Müller (2023). Flerspråklighet i et nettbasert tilbud i fremmedspråk for grunnskolelærerutdanningen. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana (2022). Thèmes d'actualité et citoyenneté en classe de FLE. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Vold, Eva Thue (2022). L’enseignement de la prononciation en classe de FLE dans des collèges en Norvège: quantité, pratiques d’enseignement et de correction. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Vold, Eva Thue (2022). Prononciation: quantité, pratiques d'enseignement et de correction. LMS : Lingua. ISSN 0023-6330. Fulltekst i vitenarkiv
• Vold, Eva Thue & Brkan, Altijana (2021). Antall elever som velger fag som fransk, spansk og tysk har aldri vært lavere. Har elevene for mange valgmuligheter? Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Vold, Eva Thue (2021). Foreign language prononciaiton instruction in a communicative language teaching context: amounts and practices. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana & Andersen, Line Krogager (2021). Promoting oral participation through plurilingual teaching. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana; Amelot, Angélique & Vaissière, Jacqueline (2014). Anticipatory nasalization in four languages: American English, French, Bosnian and Norwegian. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana; Pillot-Loiseau, Claire & Amelot, Angélique (2012). Etude de la nasalité du FLE à l’aide d’un accéléromètre piézoélectrique chez les locutrices natives et bosniaques: comparaison des données du corpus IPFC et d’un corpus spécifique. Fulltekst i vitenarkiv
• Kamiyama, Takeki; Georgeton, Lauriane; Paillereau, Nikola; Brkan-Masud, Altijana & Gao, Jiyain (2012). Corpus PhoDifle: les voyelles orales isolées du francais prononcées par des apprenants bosniens, japonais, shanghaiens et tchèques. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana; Pillot-Loiseau, Claire & Amelot, Angélique (2012). Utilisation de l’accéléromètre piézoélectrique pour l’étude de la nasalité du Français Langue Etrangère. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana (2011). Valeurs intrinsèques de vibrations nasales des voyelles orales en français, bosnien et anglais américain. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana; Pillot-Loiseau, Claire & Amelot, Angélique (2011). Utilisation d’un accéléromètre piézoélectrique pour l’étude de la nasalité du FLE. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana (2010). Etude aérodynamique de la nasalisation contextuelle en français et en bosnien. Fulltekst i vitenarkiv
• Brevik, Lisbeth M.; Doetjes, Gerke (Gerard); Bakken, Jonas; Baran, Mukkader; Rodrick, Ingrid Beiler & Brkan-Masud, Altijana [Vis alle 10 forfattere av denne artikkelen] (2020). Tospråklig opplæring på fagenes premisser. Rapport fra evalueringen av tospråklig opplæring i skolen (ETOS-prosjektet). 7Letras. ISSN 9789788269243. Fulltekst i vitenarkiv
• Brkan-Masud, Altijana (2018). Etude comparative des phénomènes de coarticulation nasale en anglais américain, bosnien, français, norvégien et ourdou. Paris 3 - Sorbonne Nouvelle. Fulltekst i vitenarkiv

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