Kathrine Staksrud

• Staksrud, Kathrine; Rindal, Ulrikke & Sundqvist, Pia (2026). “Like, they need to touch grass” – L2 English oral proficiency in Norway. Acta Didactica Norden (ADNO). 20(2). doi: https:/journals.uio.no/adnorden/article/view/12990. Fulltekst i vitenarkiv Vis sammendrag

  English is the world’s lingua franca, and it is essential for children growing up in Norway to develop oral proficiency in English as an additional language (L2). The importance of oral skills is emphasized in the English curriculum, but there is limited empirical knowledge of how different aspects of L2 oral proficiency are realized in student interactions. The aim of this study is therefore to explore L2 English oral proficiency by analyzing spoken interactions among students in grades 6 and 10, using Norway as a case in point. Data was collected by video-recording small-group spoken interactions elicited by an English speaking test. In total, 21 learners from 4 schools participated: 12 6th-graders in 4 tests and 9 10th-graders in 3 tests. Data was analyzed using an abductive approach and the descriptors of oral proficiency in the Common European Framework of Reference for Languages (levels A1–C2). The majority performed the same or better for linguistic competence compared to strategic and sociolinguistic competence, where strategic competence was the least shown competence. Due to contextual ambiguity, sociolinguistic competence was the most challenging aspect to assess. In addition, there were considerable intra-individual differences for different aspects of oral proficiency. The study provides insight into how different aspects of oral proficiency are demonstrated in learner interactions, and highlights challenges related to teaching and assessment. Important implications include the need for increased awareness in instruction and the development of clear criteria for what and how to assess L2 English oral proficiency to achieve equity.

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• Sundqvist, Pia; Gyllstad, Henrik; Källkvist, Marie; Peters, Elke; Rindal, Ulrikke & Sandlund, Erica [Vis alle 8 forfattere av denne artikkelen] (2025). STAGE English Teacher Day 2025. doi: https:/www.uv.uio.no/ils/english/research/projects/stage/events/seminars/stage-english-teacher-day-2025.html. Fulltekst i vitenarkiv
• Flognfeldt, Mona Evelyn; Mellegård, Ingebjørg Merete & Staksrud, Kathrine (2020). Elevene skal bli trygge engelskbrukere - forutsetninger og gode strategier. Bedre Skole. ISSN 0802-183X. s. 62–66. Fulltekst i vitenarkiv
• Ellefsen, Lasse; Lockhart-Pedersen, Virginia; Mellegård, Ingebjørg Merete & Staksrud, Kathrine (2019). Digitale fortellinger i engelskfaget. I Baltzersen, Rolf K (Red.), Digitale fortellinger i skolen. Pressbooks (e-bokversjonen). ISSN 9788293356141. Fulltekst i vitenarkiv Vis sammendrag

  Dette er en e-bok. I den første delen av boken som heter “Digitale fortellinger” blir digitale fortellinger som sjanger plassert inn i en historisk og samfunnsmessig kontekst. I de øvrige kapitlene i denne delen blir den pedagogiske bruken diskutert. Hele del II av boken inneholder praktiske tips og eksempler på hvordan man kan bruke digitale fortellinger i ulike fag.

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