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Linguistics and Didactics

As a teaching student, it can be challenging to create connections between everything you have learned in didactics and discipline subjects when you yourself start teaching. In this video, a teaching student presents challenges she encountered in practice related to teaching pronunciation and grammar in the English subject. Together with lecturers in linguistics and didactics, the student explains how she had to connect what she has learned in different subjects in order to solve the challenges.

Producer: Research group POTENT - "From Auditorium to Classroom"-project
Copyright:  Research group POTENT - "From Auditorium to Classroom"-project

Literature and Didactics

As a teaching student, it can be challenging to create connections between everything you have learned in didactics and discipline subjects when you yourself start teaching. In this video, a teaching student presents challenges he encountered in practice related to reading and using literary texts in the English subject. Together with lecturers in literature and didactics, the student explains how she had to connect what she has learned in various subjects in order to solve the challenges.

Producer: Research group POTENT - "From Auditorium to Classroom"-project
Copyright:  Research group POTENT - "From Auditorium to Classroom"-project

Researchers in POTENT are involved in various projects. Here is an overview of some of our current and past projects. 

The post-truth era and English language education: Conceptual, theoretical and empirical issues (Routledge, 2026) 

Edited by Hild Hoff () and Aud Solbjørg Skulstad (), this book offers perspectives from established scholars on the theoretical and practical dimensions of English language education in a post-truth era. 

Reflecting on the implications of contemporary sociocultural and cultural realities, the volume begins by outlining the conceptual and theoretical foundations for the teaching and learning of English as a platform for post-truth pedagogies. With a focus on relevant educational issues such as literacy, multimodality, interculturality and democratic citizenship, authors provide insight into the unique affordances of English language education in promoting students’ critical abilities. The remaining chapters explore these factors at play across empirical studies spanning multiple educational practices and contexts. Chapters feature scholarship on such issues as alternative facts, misinformation, conspiracy theories, taboos, persuasive messaging, binary thinking and polarisation, climate change and environmental awareness. 

2024-2025 Utforskende undervisning med bruk av KI i språkfagene [Exploratory teaching using AI in the language subjects].   (Hild Hoff (https://nva.sikt.no/research-profile/430264), Aud Solbjørg Skulstad (), Sigrid Ørevik () 

County Governor of Vestland/Norwegian Directorate for Education and Training (DEKOMP program, i.e. decentralised scheme for competence development in schools).  

This project involved researchers from POTENT, student teachers of English at ���ϳԹ���Դ, and teachers and learners from secondary schools in Bergen, Norway. The aim of the project was to develop research-based teaching resources involving the use of AI to promote critical thinking in language education. This material can be found here [link forthcoming]. 

2023-2025 Multimodal perspectives in EAL teacher education (Sigrid Ørevik (), Aud Solbjørg Skulstad (), Sophia Diamantopoulou ().  

Located within the context of the GLU 5-10 programme in Norway, the study aimed to illuminate teacher educators’ views and reflections on multimodal aspects of texts and activities included in their courses and how these were manifested in their self-reported teaching practices.   

Data for the research project was collected through interviews with 12 teacher educators from four major providers of the GLU 5-10 programme in Norway. Among salient findings was that teacher educators reportedly included a broad range of multimodal texts in their practices, but for a majority of the participants, these practices were not grounded in theoretical knowledge of multimodality and did not entail systematic application of frameworks for multimodal analysis.  

The following publication was based on the project: 

 Ørevik, S., Skulstad, A.S., & Diamantopoulou, S. (2025). Multimodality in EAL teacher education: An example from the Norwegian context. In M. Querol-Julián & I. Fortanet-Gómez (Eds.), Multimodal literacy in English as an additional language in higher education. Routledge. 

Additionally, an article manuscript based on the interview data is under review by an international journal. 

Welcoming controversial issues in the English language classroom: The beliefs, experiences, and approaches of teachers (PhD project, Mari Lund Eide (/finn-ansatte/Mari.Lund.Eide) 

This project investigates the teaching of controversial issues in English language education. It focuses on the beliefs, experiences, and approaches of English language teachers in upper secondary education in Norway who purposefully include such issues. Central questions are: How do the teachers navigate intense disagreement and conflict? How do they make space for online controversies and facilitate constructive classroom work on polarizing issues? What are the pedagogical potentials and challenges of bringing controversies into the English language classroom? 

Beyond the English Classroom: A Study of Norwegian Upper Secondary School Students’ Extramural English and Critical Thinking (2024-2028 PhD project, Alison Jones Rød ()

This project investigates the extramural English engagement of upper secondary L2 English students with a particular focus on their critical thinking. Research is focused on the following questions: 

1. What critical thinking do students use when engaged in EE?
2. How do self-efficacy, gender, motivation, learning to learn and English language proficiency, mediated by EE, predict students’ CT skills as measured in-class?
3. In what ways can L2 English teachers help students become better critical thinkers in and out-of-school?

Teaching resources for the use of AI to promote critical thinking in lower secondary EAL education.

• Hoff, H. E., & Skulstad, A. S. (forthcoming). (Eds.). The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge. 
• Hoff, H. E. (forthcoming). From dichotomy to complexity: Popular music as a catalyst for moving beyond binary thinking. In H. E. Hoff, & A. S. Skulstad (Eds.), The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge. 
• Hoff, H. E., & Skulstad, A. S. (forthcoming). Post-truth pedagogies in English language education: Key areas of concern. In H. E. Hoff, & A. S. Skulstad (Eds.), The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge. 
• Eide, M. L. & Hoff, H. E. (forthcoming). Online controversies in the English language classroom: Facilitating critical engagement with social media texts. In Anker, T., Lippe, M. Von der, & Sæle, C. (Eds.), Kontroversielle tema i utdanning – hva står på spill? [Controversial issues in education – what is at stake?]. Universitetsforlaget. 
• Andersen, I. V., Eide, M. L., Hoff, H. E., Lippe, M. von der, & Lomsdalen, C. (forthcoming). “Jeg ville ikke gått i fengsel for det, liksom”: Utforskende undervisning om sivil ulydighet som kontroversielt tema [I wouldn’t, like, go to jail for it: Exploratory teaching about civil disobedience as a controversial issue]. In Anker, T., Lippe, M. Von der, & Sæle, C. (Eds.), Kontroversielle tema i utdanning – hva står på spill? [Controversial issues in education – what is at stake?]. Universitetsforlaget. 
• Hoff, H. E. (Guest Ed.) (2022). Special Issue: Reimagining the role of literature in intercultural language education: New aApproaches and fFuture pPerspectives (2022). Intercultural Communication Education, 5 (3) 
• Hoff, H. E. (2022). Introduction to the Special Issue. Intercultural Communication Education, 5 (3), 64-67. 
• Hoff, H.E., & Habegger-Conti, J. (2022). Film and the intercultural multimodal reader: Expanding intercultural literary literacy as a theoretical and pedagogical concept. Intercultural Communication Education, 5 (3), 68-85. 
• Hoff, H. E. (2022). Promoting 21st century skills through classroom encounters with English language literature in Norway: Theoretical and practical considerations. In M. Dypedahl (Ed.), Moving English language teaching forward: Festschrift to Ragnhild Elisabeth Lund (pp. 165-194). Oslo: Cappelen Damm Akademisk 
• Hoff, H. E. (2020). Intercultural competence. In A.-B. Fenner & A. S. Skulstad, Teaching English in the 21st century: Basic issues in English didactics. Bergen: Fagbokforlaget. 
• Hoff, H. E. (2020). The evolution of intercultural communicative competence: Conceptualisations, critiques, and consequences for 21st century classroom practice. Intercultural Communication Education, 3 (2), 55-74 

• Hoff, H. E., & Skulstad, A. S. (forthcoming). (Eds.). The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge.
• Hoff, H. E., & Skulstad, A. S. (forthcoming). Post-truth pedagogies in English language education: Key areas of concern. In H. E. Hoff, & A. S. Skulstad (Eds.), The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge. 
• Skulstad, A. S. (forthcoming). Learning tasks and persuasion in post-truth educational contexts. In H. E. Hoff, & A. S. Skulstad (Eds.), The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge. 
• Ørevik, S., Skulstad, A. S., & Diamantopoulou, S. (2025). Multimodality in EAL teacher education: An example from the Norwegian context. In M. Querol-Julián, & I. Fortanet-Gómez (Eds.), Multimodal literacy in English as an additional language in higher education (pp. 235-254). Routledge. 
• Skulstad, A. S. (Ed.) (2024). Current issues in English teaching. Fagbokforlaget. 
• Skulstad, A. S. (2024). Introduction. In A. S. Skulstad (Ed.), Current issues in EAL teaching (pp. 5-16). Fagbokforlaget. 
• Skulstad, A. S. (2024). Empowering EAL students in their encounters with texts: Using textbook texts to foster critical literacy. In A. S. Skulstad (Ed.), Current issues in EAL teaching (pp. 17-36). Fagbokforlaget. 
• Skulstad, A. S., Aarberg, K. N., & Pedersen, T. (2024). Using VR headsets to enhance EAL learning experiences. In A. S. Skulstad (Ed.), Current issues in EAL teaching (pp. 75-93). Fagbokforlaget. 
• Skulstad, A. S., & Touileb, S. (2024). Large Language Models and their usage in EAL education. In A. S. Skulstad (Ed.), Current issues in EAL teaching (pp. 139-160). Fagbokforlaget. 
• Skulstad, A. S. (2023). Text creation in English teaching. Universitetsforlaget. 
• Skulstad, A. S. (2022). Theoretical perspectives on choice in multimodal text production and consequences for EAL. In S. Diamantopoulou, & S. Ørevik (Eds.), Multimodality in English language learning (pp. 146-157). Routledge. 
• Fenner, A-B., & Skulstad, A. S. (Eds.) (2020). Teaching English in the 21st century: Central issues in English didactics. Fagbokforlaget. 
• Skulstad, A. S. (2020) Communicative competence. In A-B. Fenner, & A. S. Skulstad (Eds.), Teaching English in the 21st century: Central issues in English didactics. Fagbokforlaget. 
• Skulstad, A. S. (2020). Developing oral skills. In A-B. Fenner, & A. S. Skulstad (Eds.), Teaching English in the 21st century: Central issues in English didactics. Fagbokforlaget. 
• Skulstad, A. S. (2020). Multimodality. In A-B. Fenner, & A. S. Skulstad (Eds.), Teaching English in the 21st century: Central issues in English didactics. Fagbokforlaget. 
• Skulstad, A. S. (2020). Teaching writing. In A-B. Fenner, & A. S. Skulstad (Eds.), Teaching English in the 21st century: Central issues in English didactics. Fagbokforlaget. 
• Skulstad, A. S., & Fenner, A-B. (2020). Introduction. In A-B. Fenner, & A. S. Skulstad (Eds.), Teaching English in the 21st Century: Central issues in English didactics. Fagbokforlaget. 

• Ørevik, S. (2026). Reading political visuals: A study of Norwegian upper secondary EAL students’ interpretations of visual meaning-making in US news reports. In H. E. Hoff & A. S. Skulstad (Eds.), The Post-truth era and English language education: Conceptual, theoretical and empirical issues. Routledge.
• Diamantopoulou, S. & Ørevik, S. (2025). Multimodality and English Language Learning (MELL). In C. A. Chapelle (Ed.), Encyclopedia of Applied Linguistics, 2nd ed. Wiley.
• Namusiginyi, B. & Ørevik S. (2025). Limitations to the implementation of English language communicative skills teaching in rural Ugandan schools: A case study of Karamoja. African Perspectives of Research in Teaching and Learning, 9(4).
• Ørevik, S., Skulstad, A. S. & Diamantopoulou, S. (2025). Multimodality in EAL teacher education: an example from the Norwegian context. In M. Querol-Julián & I. Fortanet-Gómez (Eds.), Multimodal literacy in English as an additional language in higher education. Routledge.
• Eide, M. L., Przulj, T. & Ørevik, S. (2025). (U)integrert lektorutdanning? Studenters opplevde utfordringer med å skape sammenheng i lektorstudiet. Acta Didactica Norden, 19(1).
• Ørevik, S. (2024). Assessment of multimodal student texts in the English Subject. In A.S. Skulstad (Ed.), Current Issues in English Teaching (pp. 185-206). Fagbokforlaget.
• Ørevik, S. (2023). Assessing students’ multimodal texts in the subject of English: Synthesising peers’ and teachers’ recognition of semiotic work. Designs for Learning Journal, 15(1), 44-57.
• Ørevik, S. & Skjelbred, D. (2023). Eit endra læremiddellandskap – ei utfordring for lærarutdanninga. Norsk pedagogisk tidsskrift 107(3), 217-230.
• Ørevik, S. (2022). Developing an assessment framework for multimodal text production in the EAL classroom: the case of persuasive posters. In S. Diamantopoulou & S. Ørevik (Eds.), Multimodality in English Language Learning. Routledge.
• Diamantopoulou, S. & Ørevik, S. (2022). Multimodality in English language learning: the case of EAL. In S. Diamantopoulou & S. Ørevik (Eds.), Multimodality in English Language Learning. Routledge.
• Diamantopoulou, S. & Ørevik, S. (2022). Multimodality in English Language Learning. Routledge.
• Ørevik, S. (2020). Reading and literacy. In A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics. 2nd ed. Fagbokforlaget.
• Ørevik, S. (2020). Digital technology in the English classroom. In A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics. 2nd ed. Fagbokforlaget.
• Fenner, A.-B. & Ørevik, S. (2020). Analysis of learning materials. A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics. 2nd ed. Fagbokforlaget.
• Hasselgreen, A. & Ørevik, S. (2020). Assessment and testing. A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics. 2nd ed. Fagbokforlaget.
• Hestetræet, T. I. & Ørevik, S. (2020). English in vocational studies. A.-B. Fenner and A. S. Skulstad (Eds.) Teaching English in the 21st Century: Central Issues in English Didactics. 2nd ed. Fagbokforlaget 

• Rød, A. “Bridging Upper Secondary In- and Out-Of-Class English, Norway,” TESOL March, 2026 Conference, Salt Lake City. 
• Rød, A. J., & Calafato, R. (2025). Bridging extramural English and formal instruction. ELT Journal, ccaf026.  
• Al-kadi, A. & Rød, A. (2025). Sustainable Language Education Through Multimodality, DEI, and AI Integration. A proceeding of ���ϳԹ���Դ Læringskonferanse 2025, 17 October, Bergen. 
• Rød, A.J. & Calafato, R. (2024). Exploring Extramural English: Impacts, Integration, and Future Directions. In Skulstad, A. (ed). Teaching English in the 21st Century: Current Issues in English Didactics. Fagbokforlaget. 
• Rød, A. J., & Calafato, R. (2023). Exploring the relationship between extramural English, self-efficacy, gender, and learning outcomes: A mixed-methods study in a Norwegian upper-secondary school. Studies in Educational Evaluation, 79, 101302.  

• Eide, M. L., Przulj, T. & Ørevik, S. (2025). (U)integrert lektorutdanning? Studenters opplevde utfordringer med å skape sammenheng i lektorstudiet. Acta Didactica Norden, 19(1). 
• Przulj, T. (2023). Radical Realism, Autofictional Narratives and the Reinvention of the Novel: by Fiona J. Doloughan, 1st edition. London, New York, Anthem Press, 2023, 180 pp., £80.00 (hardback), ISBN: 9781839983375. Life Writing, 22(1), 258–260.  
• Przulj, T. (2022). Dialogic Reading Spaces in Autofiction: Rachel Cusk’s Kudos. Life Writing, 20(2), 273–285. https://doi.org/10.1080/14484528.2022.2082264