Developing an Assessment Framework for Multimodal Text Production in the EAL Classroom: The Case of Persuasive Posters

4. Eldre litteratur i ungdomsskulen: Kva og korleis?

“…Möjligen kan en undersökande litteraturundervisning vara ett sätt att skifta fokus från bedömningsaspekter till ett mer elaborerande kring estetiska läsupplevelser. Texts have always played a major role in the teaching and learning of the subject of English, although their role and purpose have changed throughout the history of English teaching in Norway (Bakken, 2017;Gundem, 1989;Simensen, 1987;Ørevik, 2019). When English was first introduced as a compulsory subject in the 1960s, texts were primarily intended to develop practical language skills.…”

“…In this chapter, I use the plural noun "critical literacies" to capture the multiple skills pupils need to tackle such text diversity. However, while teachers at all levels enjoy the freedom to source texts elsewhere, and many seem to do so in increasing numbers , textbooks continue to stipulate, directly and indirectly, what texts are read and how they are read in many English language classrooms (Stuvland, 2016;Ørevik, 2019).…”

“…The textbook has retained a surprisingly stable role in the teaching of the English subject (Bachmann, 2004;Bakken, 2019;Ørevik, 2019), though its role may vary considerably across schools and classrooms. Some studies show that the textbook is hardly visible as a text source or as a part of hybrid practices, including paper-based and digital learning resources (Rasmussen et al, 2014).…”

5. «Historie selv menneske kan forstå»

“…Möjligen kan en undersökande litteraturundervisning vara ett sätt att skifta fokus från bedömningsaspekter till ett mer elaborerande kring estetiska läsupplevelser. Texts have always played a major role in the teaching and learning of the subject of English, although their role and purpose have changed throughout the history of English teaching in Norway (Bakken, 2017;Gundem, 1989;Simensen, 1987;Ørevik, 2019). When English was first introduced as a compulsory subject in the 1960s, texts were primarily intended to develop practical language skills.…”

“…In this chapter, I use the plural noun "critical literacies" to capture the multiple skills pupils need to tackle such text diversity. However, while teachers at all levels enjoy the freedom to source texts elsewhere, and many seem to do so in increasing numbers , textbooks continue to stipulate, directly and indirectly, what texts are read and how they are read in many English language classrooms (Stuvland, 2016;Ørevik, 2019).…”