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Learning Norwegian for Special Purposes. The Perspective of a Widened Understanding of Language

100%
Nilsen H.
The New Educational Review
|
2008
|
vol. 14
156-169
EN
The article presents small-scale research work focusing on how workers from Poland experience their second language ability (SLA) when they meet their workplace community in the country of the second language (Norway). “Finding” is based on a collection and analysis of data carried out as semi-structured interviews with four nurses (introduced below) that, before coming to Norway, had received a three-month intensive course in the Norwegian language as a prerequisite for a contract at a health care institution. One concludes that the loss in verbal skill gave rise to compensating communicative strategies to match the workplace challenges. One may sketch out a holistic competence profile made of cognitive based strategies, socialy based and finally based on sensitivity to the workplace culture.
2
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School for the Future: a Critical View on the Norwegian School Reform, 2006, “Knowledge Promotion”

100%
Nilsen H.
The New Educational Review
|
2006
|
vol. 10
43-52
EN
The article introduces the author’s reflections related to the New Norwegian School Reform 2006, made public as “Knowledge Promotion”. The article is based on close study of public documents, newspapers, interviews, and focuses on children’s needs and children’s human rights of being children in a complex society in which school is a vital part. The article draws attention to the diversity of values in our society nowadays, and asks how school should match rivalry between different values? An economic way of thinking; buying and selling, greed, egocentricity, money and power, career, status, time constraints and stress in competition with solidarity, care, togetherness, a sense of belonging and fellowship. The author makes conclusion as follows. “Knowledge promotion” rewards “smartness” in a narrow range of subjects, and implements a view of values that rewards pupils that do well in academic subjects, a view that rewards knowledge that can be tested – school is a marketplace where “what counts is what you can count”.
3
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Assumptions for Better Learning in the Classroom; 1st International School, Czech Republic

63%
Nilsen H., Foltová H.
The New Educational Review
|
2008
|
vol. 16
89-99
EN
The article presents an authentic learning situation that implies conditions for better learning. “Findings” are adopted after observation of a class (15 pupils + teacher), primary school, lower level. Better learning – it is suggested – is linked to pupils’ free scope framed in the teacher’s control and firmness, pupils’ attention to the teacher’s instruction, pleasant atmosphere (to be nice to the others), receptiveness combined with mutual respect, the teacher as designer of meaning-making and manifold stimulating impressions, the teacher’s responsibility to strengthen pupils’ self-image. In a sum the article emphasises relational-education. Neither teacher nor pupils can be better by them selves, but in respectful togetherness.
4
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The Fifth Basic Skill – ICT – as a Learning Resource

63%
Nilsen H., Bueie H.
The New Educational Review
|
2007
|
vol. 13
139-152
EN
It has been of great importance for us to study ICT as a tool for learning in a holistic perspective. Accordingly – the article presents students’ actual use of PC related to the atmosphere in the classroom, to social relations, to the teacher´s role, to work processes and to the conception of learning and learning outcome. Besides stressing the context, the article stresses the teacher’s positioning, namely: allowing the students time to search for and construct new skills and understanding, allowing the students time for reflectiveness and insight into what one does and why, i.e. cognitive activity, metacompetence and additional learning. The article underlines understanding for learning, processes for the end product. We claim that the teacher´s role to focus learning atmosphere and to guide suitable process-strategies is a decisive condition for success with ICT.
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