جست‌وجوی استاد و پژوهشگر

• Mathematics Education
• Culturally Responsive Teaching
• Kven Language and Culture in Education
• +۷ مورد دیگر

Hilja Lisa Huru is a Professor of Mathematics in the Department of Mathematics and Statistics at UiT The Arctic University of Norway. Her research focuses on culturally responsive mathematics education, particularly examining how Kven language and culture can be integrated into mathematics teaching and learning. She actively contributes to the academic community through numerous publications and participation in research collaborations addressing diversity in mathematics education. Professor of Mathematics, Department of Mathematics and Statistics, UiT The Arctic University of Norway Member of Cultural Diversity in Mathematics Education (CuDiME) research group Member of the research network for Kven topics (Faglig nettverk for forskning og kunnskapsutvikling om kvenske tema) Member of Geometry and Mathematical Physics research group Huru's research primarily centers on culturally responsive mathematics education, with special attention to Kven language and culture integration in mathematics classrooms. Her work explores mathematical abstraction in relation to cultural identity and place-based learning, examining how traditional knowledge systems can inform mathematics pedagogy. She investigates multilingual mathematics classrooms and develops frameworks for culturally based mathematics tasks that draw from Kven traditional artifacts and knowledge. Her research examines narrative storylines in media about mathematics education and minoritized students, highlighting how these narratives shape educational practices and policies. Analysis of Huru's recent publications reveals a consistent focus on the intersection of mathematics education and cultural diversity, particularly regarding minoritized students from Kven backgrounds. Her work demonstrates how mathematical concepts can be connected to students' cultural contexts through land-based pedagogies and traditional knowledge systems. She develops strength-based assessment approaches that recognize students' cultural assets rather than focusing on deficits. Her research shows how mathematical abstraction can create detachment from cultural and environmental contexts, and how reconnecting mathematics to place and culture can enhance learning for minoritized students. Huru collaborates extensively with researchers across Norway, Canada, and the United States through the MIM (Mathematics education responsive to diversity) research collaboration. Her classroom-based research in northern Norway, particularly in Lakselv, demonstrates practical applications of her theoretical work, showing how Kven immersion in mathematics education can support both language revitalization and mathematical learning. She has developed specific teaching resources and frameworks that connect traditional Kven knowledge with mathematical concepts, creating innovative pathways for culturally responsive mathematics instruction.

Rebecca Knophمشاهده پروفایل

پژوهشگر ارشد

• Language Learning
• Assessment and Psychometrics
• Vocabulary Acquisition
• +۷ مورد دیگر

Rebecca Knoph is a postdoctoral research fellow at the Centre for Research on Equality in Education (CREATE) , affiliated with the Department of Education at the University of Oslo . Her work focuses on improving language assessment tools for multilingual learners through advanced psychometric methods. PhD in Educational Sciences (2023, University of Oslo) MS in Experimental Psychology (2017, Missouri State University) BA in Psychology (2015, Missouri State University) Research interests span vocabulary acquisition, assessment design, and multilingual education. Current projects include developing adaptive listening comprehension tests for Norwegian preschoolers and analyzing technical vocabulary across academic disciplines. Collaborations extend to international initiatives like AVEL (Houston) and LiNCon (Oslo). Teaching roles at both master's and bachelor's levels have covered statistics, research methods, and intervention design. Methodological expertise includes Item Response Theory , Structural Equation Modeling , and Differential Item Functioning analysis.

Glenn Ole Hellekjærمشاهده پروفایل

پژوهشگر

• English Didactics
• Second Language Acquisition
• Content and Language Integrated Learning (CLIL)
• +۴ مورد دیگر

Glenn Ole Hellekjær is a Researcher at the Department of Teacher Education and School Research , University of Oslo. His work focuses on English didactics , second language acquisition , and language proficiency in educational and professional contexts. Research Themes: Academic English challenges, CLIL (Content and Language Integrated Learning), vocational language needs, and the transition from secondary to tertiary education. Projects: Involved in projects like Vocational and General students’ Use of English (VOGUE) and Teachers’ Professional Development and Educational Change (TEPEC) . Publications: Recent studies include topics on L2 vocational education, feedback practices in EFL writing, and mismatches in occupational English skills. Collaborations: Works with institutions such as European Platform for Dutch Education, Maastricht University, and University of Vaasa. His research often highlights gaps between language education and real-world demands , particularly in Norwegian higher education and government sectors.

Ingrid Kristine Hasundمشاهده پروفایل

استاد

• Second Language Writing
• Corpus Linguistics
• Discourse Analysis
• +۵ مورد دیگر

Ingrid Kristine Hasund is a Professor at the Department of Foreign Languages and Translation at the University of Agder, Norway. Her work focuses on second language writing, corpus linguistics, and sociolinguistic phenomena such as swearing and slang. She has led the development of the TRAWL (Tracking Written Learner Language) Corpus, a longitudinal multilingual dataset for studying learner language in Norway.

Annely Tomsonمشاهده پروفایل

مدرس

• Norwegian as a Second Language
• Second Language Acquisition
• Learner Corpus
• +۳ مورد دیگر

Annely Tomson is a permanent Lecturer in Norwegian as a Second Language at the Department of Linguistics and Nordic Studies, University of Oslo. She specializes in second language acquisition, learner corpora, and online language pedagogy, and has developed key educational resources like the NORINT Corpus and the Interactive Grammar Exercises for International Norwegian Students (IGIN) website. Roles: Course developer for NORINT0105M–NORINT2115 Projects: MOOC courses, EU-funded 'Masters in Didactics' project Leadership: Teaching Manager and Deputy Head of Department at ILN (2017–2020) Her research focuses on leveraging learner corpora for language testing, sustainable feedback mechanisms, and digital tools in language education. She has received institutional teaching awards and contributes to interdisciplinary research groups on AI in language didactics. Scientific Awards ILN Teaching Prize (2016) University of Oslo Education Prize (2017)

• Norwegian as a second language
• Second language acquisition
• Phonetics
• +۲ مورد دیگر

Teodor Ekblad Aagaard is a permanent Lecturer in Norwegian for International Students at the University of Oslo. He teaches courses including NORINT0114 (60-hour introductory course), NORINT0190 (Phonetics), and NORINT1111 (Norwegian pronunciation from a foreign language perspective). Research Interests: Focus on Norwegian as a second language, phonetics, phonology, and language didactics Publications: Specializes in intonation patterns in early second-language Norwegian acquisition Research Groups: Involved with Phonology and SODA (Language and Didactics in a Second Language Context)

Gro Anita Myklevoldمشاهده پروفایل

دانشیار

• Multilingualism
• Language Didactics
• Intercultural Competence
• +۴ مورد دیگر

Gro Anita Myklevold serves as Associate Professor in the Department of Language and Literature at the University of South-Eastern Norway's Faculty of Humanities, Sports and Educational Sciences. She teaches across PPU teacher education courses and Master's programs in Language Didactics (English) and the Experiential Master, focusing on practical applications of multilingual pedagogy and literature-based instruction. Her research centers on operationalizing multilingualism within Norway's predominantly monolingual educational context, examining how teachers and students implement multilingual approaches despite systemic challenges. Key interests include: Metacognitive strategies for leveraging students' full linguistic repertoires Intercultural competence development in English language classrooms Pedagogical applications of graphic novels and multimodal texts Implementation challenges of LK20 curriculum reform Dr. Myklevold's recent publications (2021-2025) reveal consistent focus on bridging multilingual theory and classroom practice, with increasing attention to teacher cognition and policy implementation gaps. Her work demonstrates how graphic novels uniquely foster empathy through visual-verbal synergy while lowering linguistic barriers for multilingual learners. As deputy head of the Language Didactics research group and member of the Multilingualism, Learning and Development (FLU) group, she supervises Master's students and develops collaborative projects. Her current editorial work includes guest-editing a 2025 special issue of The Language Learning Journal on multilingualism and co-editing an anthology about Norwegian multilingual classrooms. International engagement continues through her 2017 visiting scholarship at Cambridge's Faculty of Education.

• English Language Teaching
• Applied Linguistics
• Teacher Education
• +۴ مورد دیگر

Associate Professor Monika Bader is affiliated with the Department of Language, Literature, Mathematics and Interpreting at Western Norway University of Applied Sciences (HVL) in Bergen. Her office is located at KRONSTAD A806 and she can be reached at +47 55 58 59 64. Her research interests focus on: English Language Teacher Education Formative Assessment Practices Grammar Instruction Methodologies Feedback Mechanisms in Writing Development Extensive Reading Programs for EFL Learners Translation Pedagogy Monika Bader teaches multiple courses including ENB802 (English 1, module 2 - Language and culture), MDIP550D (Master's thesis), MGBEN101 (English 1, module 1 - English language, literature and textual knowledge with subject didactics), MGUEN501 (English 3, module 1 - Teaching and Learning English), and MGUEN550 (English 3, module 4 - Master's thesis). Her recent publications (2018-2024) demonstrate a consistent research trajectory examining assessment practices in language teacher education. The work shows particular emphasis on how student teachers process and implement feedback, with practical implications for teacher training programs. Her research appears in reputable journals including the European Journal of Teacher Education and Assessment & Evaluation in Higher Education. Monika Bader is active in two research groups at HVL: Analyzing and assessing linguistic multicompetence (AALM) Researching Teacher Education, Language and Literature (RETELL)

Kristin Kibsgaard Sjøhelleمشاهده پروفایل

دانشیار

• Oral Communication
• Writing Instruction
• Nynorsk Education
• +۴ مورد دیگر

Kristin Kibsgaard Sjøhelle is an Associate Professor in Norwegian Didactics at the Institute of Language and Literature, University College Volda, where she has been employed since 2012. Her teaching primarily focuses on the Master of Primary and Lower Secondary Teacher Education program, Nynorsk in Education, and Norwegian Didactics in Practical Pedagogical Education. She served as international coordinator at the Department of Humanities and Teacher Education from 2020 to 2022 and was a visiting scholar at Berkeley School of Education, University of California from 2017 to 2018. She earned her PhD in Norwegian Didactics from the University of Oslo in 2016 with the dissertation "Å skrive seg seg inn i språket. Ein intervensjonsstudie av nynorsk sidemålsopplæring for vidaregåande trinn" and completed her Master's degree in Nordic Language and Didactics at NTNU in 1999 with the thesis "Muntlige møter i nytt miljø. En undersøkelse av oppbygging av muntlig klasseromskultur i norskfaget i to videregående skoler". Dr. Sjøhelle's research centers on oral communication in Norwegian language education, writing instruction at secondary levels, Nynorsk as a second language variety in education, and digital competence in Norwegian with multimodal texts. She has pioneered the "språkdusj" (language shower) approach to Nynorsk education, moving beyond traditional grammar-focused instruction toward immersive language use. Her work explores how students develop writing strategies, oral skills, and digital literacy within the Norwegian language classroom, with particular attention to practical application in real teaching contexts. Her recent publications (2022-2025) demonstrate a strong emphasis on oral communication assessment, with multiple studies examining how to effectively teach and evaluate oral skills in Norwegian classrooms. She has developed comprehensive models for teaching and assessing oral proficiency, with particular attention to active listening as an assessment criterion. Her research on Nynorsk education explores innovative approaches that integrate digital tools and collaborative learning methods. Visiting Scholar at Berkeley School of Education, University of California (2017-2018) As an academic advisor, she supervises master's students and serves as co-supervisor for PhD candidate Ida Marie Jegteberg. She leads the PPU research group and participates in the ORACY research group at University College Volda. Her major research projects include "ORACY UP: Munnlege vurderingspraksisar i norsk på ungdomstrinnet" and "Nynorskopplæring Akademisk antologi". Dr. Sjøhelle's work bridges theoretical research with practical classroom applications, providing concrete tools for Norwegian language educators.