Kjersti Ree-Skrefsrud

Kjersti Ree-Skrefsrud is a research fellow and PhD student at the University of Inland Norway (INN), affiliated with the Faculty of Teacher Education and Pedagogy and the Department of Nordic Languages and Literature. She is part of the doctoral program in Professional Teacher Education (PROFF) and the research group Language Didactics in Multilingual Contexts.

• Position: Research Fellow and PhD Student
• Institution: University of Inland Norway (INN)
• Faculty: Faculty of Teacher Education and Pedagogy
• Department: Department of Nordic Languages and Literature
• Study Location: Hamar, Room 2B243

She holds a master's degree in didactics of culture and language subjects from INN (2021) and a general teaching qualification from Hedmark University College (1998). With over 23 years of teaching experience in primary education, including 12 years in reception classes for newly arrived immigrant students, her expertise lies in second language didactics and multilingual education.

Her research focuses on how newly arrived students experience schooling, particularly access to speaking time and participation in everyday school life. She investigates the conditions that encourage these students to engage in the new language environment and how such participation affects language learning and personal development. Her work emphasizes inclusive pedagogy and student voice in language acquisition.

The trends in her publications indicate a strong focus on qualitative, student-centered research in second language education, particularly within Norwegian primary schools. Her work bridges theory and practice, drawing on real classroom experiences and longitudinal reflections from former students.

She previously served as a university lecturer in Norwegian at INN during the 2021–2022 academic year, teaching future teacher and kindergarten educators in second language didactics, multilingual education, and newcomer integration.

Kjersti Ree-Skrefsrud has no listed scientific awards at this time.

She has advised no publicly listed students. She has been involved in research grants and projects related to multilingualism and second language acquisition, though specific grant names are not detailed in the text. Her academic work is supported by her affiliation with INN’s structured PhD program in teacher education.

She is a member of the research group Language Didactics in Multilingual Contexts, which focuses on pedagogical strategies for multilingual classrooms and the integration of newly arrived students into the Norwegian education system.