About
Margareth Sandvik is a professor in Norwegian didactics and has a dr.philos. in rhetoric from the University of Oslo. Her research interests are language and language use in a range of contexts, both in kindergarten and in school. She is particularly interested in children and communication, initial education, digital learning environments, the importance of conversation for learning and argumentation. Sandvik has a longstanding interest in political communication and argumentation among children, spoken as well as written. Throughout many years Sandvik has been a co-developer of the multilingual applications Troll i ord (trolliord.no). She has also developed a series of plates to stimulate communication during meals (prateom.no).
Fields of study
Academic disciplines
Subject areas
Rhetorics Discourse analysis Language development Bilingualism Argumentation Digital tools Mapping
Research groups
Research projects
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Beyond access: improving quality of early years reading instructions in Ethiopia
The objective of the project is to improve the quality of education for primary grades in Ethiopian schools.
-
Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
Publications and research
Scientific publications
Kame, Samuel Belayneh; Tsegaye, Mulugeta Tarekegne; Flognfeldt, Mona Evelyn ; Sandvik, Margareth (2024). Developing young learners’ reading competence in Ethiopia: A critical review of the Ministry of Education’s guidelines for developing supplementary reading materials. Bahir Dar Journal of Education. Vol. 24.
Sandvik, Margareth
(2024).
Argumentation and Dialogical Shifts in Young Children's Roleplay.
Arcidiacono, Francesco; Convertini, Josephine (Ed.).
The Psychology of Argumentation and Reasoning. p. 145-169.
Nova Science Publishers.
https://doi.org/https://doi.org/10.52305/LTNZ4454
Weldemariam, Kassahun;
Sandvik, Margareth
; Yigezu, Moges
(2024).
Context for language education in Ethiopia.
Sandvik, Margareth; Weldemariam, Kassahun; Yigezu, Moges (Ed.).
Early Childhood Language Education and Literacy Practices in Ethiopia. p. 1-1o.
Routledge.
https://doi.org/10.4324/9781003424956
Sandvik, Margareth ; Weldemariam, Kassahun; Yigezu, Moges (2024). Early Childhood Language Education and Literacy Practices in Ethiopia. ISBN: 9781032534428. Routledge.
Sandvik, Margareth
;
Svanes, Ingvill Krogstad
;
Stavem, Gro Marie
(2023).
Når det regnar i Afrika–ei bok for kritisk tenking og aktørskap?.
13 p.
Barnelitterært forskningstidsskrift.
Vol. 14.
https://doi.org/10.18261/blft.14.1.5
Lind, Andreas Reichelt;
Andersson-Bakken, Emilia
;
Sandvik, Margareth
(2023).
Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus?.
Learning, Culture and Social Interaction.
Vol. 40.
https://doi.org/10.1016/j.lcsi.2023.100703
Bubikova-Moan, Jarmila
;
Sandvik, Margareth
(2022).
Argumentation in early childhood: A systematic review.
Human Development.
Vol. 66.
https://doi.org/10.1159/000527293
Sandvik, Margareth (2021). Technologies as facilitators for children's literacy and language learning. Braches-Chyrek, Rita (Ed.). The Future of Childhood Studies. Verlag Barbara Budrich.
Sandvik, Margareth (2020). Appetitt i apper. Mat og måltider i Toca Kitchen. Dybvik, Hilde; Karlsson, Eivind (Ed.). Fra bordvers til bildebøker. Mat og måltider i barnelitteraturen. p. 213-232. Fagbokforlaget.
Sandvik, Margareth (2019). Tablets, talk and literacy learning in the multilingual kindergarten. Bose, Ines; Hannken-Illjes, Kati; Kurtenbach, Stephanie (Ed.). p. 175-195. Frank & Timme.
