Relevant bibliographies by topics / Engelsk teater

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Engelsk teater'

Author: Grafiati
Published: 26 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Engelsk teater"

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Chvala, Lynell. "What are the core aims of English as a school subject? A study of teacher understanding in lower secondary school." Acta Didactica Norge 12, no. 1 (2018): 11. http://dx.doi.org/10.5617/adno.6181.

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Teachers’ interpretations of the core aims of a school subject open or constrain what can be taught and learned in the subject in school. The global spread of English and its changing status in the world have impacted how English as a school subject is understood and what it is meant to achieve. This article explores teachers’ understandings of the core aims of English as a school subject at the end of basic English education in Norway. Data consist of interviews with 12 teachers across six schools in a large school district. Qualitative analyses of the data identify four core aims: 1) acquiri
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Keuris, M. "Blackface op die Afrikaanse verhoog: 'n Teater-historiese oorsig." Tydskrif vir Geesteswetenskappe 64, no. 3 (2024): 470–86. http://dx.doi.org/10.17159/2224-7912/2024/v64n3a6.

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Die fokus in hierdie teaterhistoriese bespreking is op die gebruik en voorkoms van black- en brownface op die Afrikaanse verhoog. Twee tydperke word bespreek, naamlik (1) die vroeë Afrikaanse toneel (laat-19de eeu tot vroeë-20ste eeu), asook (2) die 1960's tot laat-1970's. Die vroeë Afrikaanse toneel sluit tot 'n mate aan by die vroeë Engelse toneel in Suid-Afrika wat ook 'n bepaalde rasideologie weerspieël het deur middel van die algemene gebruik van black- en brownface op die Suid-Afrikaanse verhoog van die 19de eeu. Hierdie gebruik het sy oorsprong in die minstreel-tradisie wat via Amerika
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Holmbukt, Tove, and Minjeong Son. "Praksisnær lærerutdanning – et eksempel fra engelskfaget." Nordisk tidsskrift for utdanning og praksis 11, no. 2 (2017): 75–93. http://dx.doi.org/10.23865/fou.v11.1775.

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Merk: Denne artikkelen ble publisert i tidsskriftet FOU i praksis. Tidsskriftet skiftet navn til Nordisk tidsskrift for utdanning og praksis i september 2019.
 Hovedtemaet i artikkelen er hvordan en praksisnær lærerutdanning i engelsk ved UiT Norges arktiske universitet kan videreutvikles. Vi diskuterer hvordan integrerte «praksisopplegg» kan forberede lærerstudenter ytterligere til deres profesjonelle rolle i skolen, med fokus på undervisning i engelsk grammatikk og uttale i lys av teori om språklæring. Viktige parter i arbeidet er Universitetsskoleprosjektet ved UiT, faglærere ved Insti
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Flognfeldt, Mona Evelyn. "Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?" Acta Didactica Norge 10, no. 2 (2016): 252–70. http://dx.doi.org/10.5617/adno.2515.

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Denne artikkelen presenterer en studie av den type læring praktiserende engelsklærere i norsk grunnskole selv rapporterer etter et års videreutdanningsstudium i engelsk. Et pedagogisk utviklingsprosjekt på egen skole inngikk som en sentral del av studiet. Studien gir et innblikk i hvilke aspekter ved skolefaget engelsk som erfarne lærere definerer som hoved­utfordringer i undervisningen og utbyttet de har hatt av prosjektene sine. Artikkelen bygger på data fra den kritiske refleksjonen som lærerne gir uttrykk for mot slutten av prosjektene sine. På bakgrunn av kvalitativ innholdsanalyse av pro
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Sarıkaya, Eren, and Yıldız Uzuner. "Teacher Opinions about Hearing Impaired Children’s Literacy Learning." Journal of Qualitative Research in Education 1, no. 1 (2013): 31–61. http://dx.doi.org/10.14689/issn.2148-2624.1.1s2m.

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Dahl, Anne, and Anna Krulatz. "Engelsk som tredjespråk: Har lærere kompetanse til å støtte flerspråklighet?" Acta Didactica Norge 10, no. 1 (2016): 4. http://dx.doi.org/10.5617/adno.2397.

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Denne artikkelen handler om norske engelsklæreres kompetanse i å arbeide med barn som har et annet morsmål enn norsk, og som lærer engelsk som fremmedspråk. Problemstillingene er "Hva slags utdanning og kunnskap innen flerspråklighet har engelsklærere i Norge?," "I hvilken grad føler engelsklærere i Norge seg forberedt på å undervise i flerkulturelle og flerspråklige klasserom?" og "Hvilken type kunnskap, ferdigheter og ressurser føler de behov for?". Vi presenterer resultater fra en nasjonal spørreundersøkelse hvor i alt 176 engelsklærere deltok. I tillegg presenterer vi resultater fra fokusi
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Hoeks-Mentjens, M. C. L. F. "Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels." Taal(leer)problemen 60 (January 1, 1998): 39–45. http://dx.doi.org/10.1075/ttwia.60.05hoe.

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Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who ex
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Munden, Juliet Hilary. "Challenges and possibilities in educating EFL reading teachers." Acta Didactica Norge 12, no. 2 (2018): 6. http://dx.doi.org/10.5617/adno.5610.

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AbstractExperiencing literature is part of the English as a foreign language (EFL) subject in Norway. It is both challenging and possible to educate competent reading teachers who can foster this experience. The present article is a thematic exploration of some of these challenges and possibilities. The challenges are discussed under four headings: the profession of the teacher educator; the complaint that student teachers do not read enough; the role of national tests in forming how reading in English is taught in school; and the challenge of making sense of the concept of reading strategies.
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K. Kumashiro, Kevin. "Postperspektiv på antidiskriminerande undervisning i engelska, matematik och samhälls- och naturorienterande ämnen." Tidskrift för genusvetenskap 30, no. 1 (2022): 9–35. http://dx.doi.org/10.55870/tgv.v30i1.3754.

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What could it mean for educators within the “core disciplines” to teach in ways that challenge multiple forms of oppression? This article explores the implications of various post perspectives on anti-oppressive education – especially poststructuralist perspectives – for social studies, English, mathematics, and science classrooms. The author focuses on two main theoretical contstructs: unknowability, multiplicity, and looking beyond the known; and resistance, crisis, and resignifying the self. The post perspectives on anti-oppressive teaching and teacher education resist offering utopian prac
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Lauridsen, Karen M., Stacey M. Cozart, Ole Lauridsen, and Annika Bücherts Lindberg. "Adjunktpædagogikum med en international dimension." Dansk Universitetspædagogisk Tidsskrift 11, no. 21 (2016): 135–46. http://dx.doi.org/10.7146/dut.v11i21.23209.

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Denne artikel diskuterer udviklingen af adjunktpædagogikum inden for rammerne af AU’s internationaliseringsstrategi 2014 hvori det forudses at uddannelsernes indhold skal have en international dimension, og at der skal tages højde for de studerendes sproglige og kulturelle forskellighed i undervisningen. Det nuværende adjunktpædagogikum i to spor – et dansk og et engelsk – beskrives og diskuteres. På baggrund heraf fremlægges og diskuteres et forslag til et alternativ der i højere grad kunne tage højde for internationaliseringsstrategiens intentioner og fremme samarbejde mellem adjunkterne på
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Dissertations / Theses on the topic "Engelsk teater"

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Mattsson, Tove, and Josefine Rudholm. "Utomhuspedagogik i engelska : En kvalitativ studie om pedagogers syn på utomhuspedagogikens möjligheter och hinder i ämnet engelska." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150121.

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Följande kvalitativa studie beskriver de möjligheter och hinder några pedagoger i skolår 4-6 uppmärksammar med utomhuspedagogik i ämnet engelska, samt de aspekter som dessa pedagoger erfar kan underlätta vid genomförandet av utomhuspedagogik. Utomhuspedagogik innebär att flytta undervisningen utomhus. Genom expectancy-value theory (förväntan-värde teorin) har studien försökt att beskriva och förstå vad dessa möjligheter och hinder kan grundas i. För att besvara forskningsfrågorna har fyra semistrukturerade intervjuer utförts med pedagoger verksamma i årskurs 4-6, dessa pedagoger har varierad m
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Csöregh, Anna-Marie. "Lärarlyftet i engelska för tidigare åldrar : Från engelskundervisare till engelsklärare." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158986.

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Since the beginning of the 21st century the Swedish Government has orchestrated a massive drive for in-service training of teachers working at all stages in primary and secondary school. To focus on teachers’ professional development is high priority as there is empirical evidence that well-trained teachers result in well-educated pupils. Lärarlyftet is the umbrella-term for one of these major initiatives, and the aim of the continuing drive, Lärarlyftet II, which will continue until year 2019, is that teachers should earn qualifications for all types of schools, and all subjects and grades wh
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Persson, Emmy. "Att resa bortom textböckerna i en värld full av liv : Det upplevda värdet av studieresor utomlands i ämnet engelska på gymnasienivå." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-135345.

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The study aims to investigate how studies abroad in the English subject are made possible, motivated for, valued and evaluated. By using a qualitative method where three interviews with three students and two teachers were conducted the following results came to light: The results show that the municipality decides whether studies abroad will or will not be approved and financed. Furthermore, teachers and students work together with assignments before, during and after the trip which is followed by an evaluation. Finally, teachers’ and students’ attitudes and values towards studies abroad are
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Jansson, Petra. "Learning by Doing : Can Students Become More Proficient in Grammar Through Feedback by Underlining?" Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-25.

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<p>The aim of this paper was to investigate if students could become more proficient in their grammatical skills through feedback by underlining. The focus is on the problems students have with verbs when they learn English as a foreign language. 16 students from two different classes participated in the investigation. Eight of the students were interviewed on two occasions. They were shown essays they had written during the fall term of 2005. The teacher had underlined the errors they had made. During the interviews the students were asked to correct and explain the errors. The other eight st
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Drifalk, Rickard. "Teaching and learning English in a Swedish school : A case study of television media usage." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5246.

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<p>The purpose of this essay was to investigate how films and TV-series were used in a Swedish lower secondary school, but also the pupils’ and teachers’ attitudes towards using television media. A questionnaire was handed out to 49 pupils asking them, for example, if they thought they learned grammar from watching films. In addition two teachers were interviewed and asked questions about what they thought about using television media in their teaching and how often they used it in their teaching. The results showed that both teachers and pupils were positive towards television media. The pupi
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Lindberg, Jesper. "Educational Approaches & Strategies for ESL Teaching in Swedish Compulsory Schools." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43316.

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The aim of this study is to investigate what educational approaches and strategies that are used by five teachers of English as a second language (ESL) and how they differ between three different schools. This was done through reviewing literature about educational approaches and strategies in ESL and analyzing the responses from a questionnaire given to five teachers in grades seven to nine at three different schools. The results showed a wide usage of the following approaches and strategies: using computers, including drama and role-playing, watching films and TV programs in English, listeni
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Sklar, Fabiana. "English as a Foreign language in Brazil and Sweden : A comparative study." Thesis, Karlstad University, Faculty of Arts and Education, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6353.

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<p>In Brazil, English is studied from first grade of elementary school. For some reason after eleven years of study, students in general have problems communicating orally and in writing. Swedish students, on the other hand, seem to be able to communicate quite proficiently in English, even though it is also considered to be foreign language learning. The purpose of this comparative study is to discover what differs in the Brazilian and Swedish learning and teaching that makes the Swedish results superior. The purpose was to compare English learning as a foreign language in Sweden and in Brazi
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Rydahl, Susanna. "Oral Feedback in the English Classroom : Teachers' Thoughts and Awareness." Thesis, Karlstad University, Division for Culture and Communication, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84.

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<p>The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.</p><p>I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciat
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Books on the topic "Engelsk teater"

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Nørregaard, Pernille. Crazy Christmas Cabaret: Hurrays og boos i 25 år. Documentas, 2007.

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2

1927-, Schoenbaum S., and Wagonheim Sylvia S. 1938-, eds. Annals of English drama, 975-1700: An analytical record of all plays, extant or lost, chronologically arranged and indexed by authors, titles, dramatic companies, &c. 3rd ed. Routledge, 1989.

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Scott, Kastan David, and Stallybrass Peter, eds. Staging the Renaissance: Reinterpretations of Elizabethan and Jacobean drama. Routledge, 1991.

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Shakespeare, William. Macbeth. 2nd ed. Modern Library, 2009.

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Shakespeare, William. The tragedy of Macbeth. A Beka Book, 2004.

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Shakespeare, William. Macbeth. 2nd ed. Perfection Learning Corp., 1998.

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Shakespeare, William. Macbeth. ICON Classics, 2005.

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Shakespeare, William. Macbeth. eBooksLib, 2005.

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Shakespeare, William. Maḳbet. ʻAm ʻoved, ha-Moʻatsah ha-tsiburit le-tarbut ule-omanut, ha-Mifʻal le-tirgum sifre mofet, 1985.

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Alan, Sinfield, ed. Macbeth, William Shakespeare. St. Martin's Press, 1992.

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Book chapters on the topic "Engelsk teater"

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Block, Geoffrey. "The Art of Adaptation." In The Richard Rodgers Reader. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195139549.003.0017.

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Abstract From The Cradle Will Rock {1937) to / Can Get It for You Wholesale (1962) Lehman Engel {1910-1982) occupied a prominent and ubiquitous place as a Broadway conductor. Among his many recordings are the first (nearly) complete studio cast recording of Porgy and Bess in 1951 and a studio cast recording of Pal Joey in 1950 that is frequently credited as the impetus behind the successful revival two years later. In the 1960s Engel gained new distinction as a leading Broadway historian and developer of new talent in his role as a teacher at New York University, the American Musical and Drama
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Conference papers on the topic "Engelsk teater"

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Berinšterová, Marianna, Miroslava Bozogáňová, Monika Magdová, Jana Kapová, and Katarína Fuchsová. "PROCRASTINATION AND SELF-CONCEPT IN MORE/LESS CONSCIENTIOUS STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact034.

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"Given its significant negative consequences for university students, procrastination has been studied extensively and shown to be associated with conscientiousness as a personality trait. Involving 333 university students doing teacher training programmes (68.5% female; Mage=20.51 (SD=1.61); 83.48% undergraduates doing a bachelor’s degree), our study aimed to explore the association between procrastination among more/less conscientious students and selected self-concept variables (self-control, self-efficacy, etc.). Our questionnaire was based on the Ten-Item Personality Inventory (Gosling, R
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