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Ansatteoversikt
Lynell Chvala

Lynell Chvala

Stillingstittel
  • Førsteamanuensis
Besøksadresse
  • Pilestredet 42, 0167 Oslo
  • Kontornummer: Q4014
Telefon
  • Kontor: +47 672 37 219
E-post
  • lynell.chvala@oslomet.no
Tilhørighet

Forskningsgrupper

Forskningsprosjekter

Aktive forskningsprosjekter

Avsluttede forskningsprosjekter

Publikasjoner og forskningsresultater

Vitenskapelige publikasjoner

Chvala, Lynell (2025). Affordances and Challenges of English Learner Identities in Glocalized Teacher Discourse. Wright, Natalia (Red.). Glocalising Approaches to Learning and Teaching English: Voices from Periphery. Springer.
https://doi.org/10.1007/978-3-031-82139-4_7

Chvala, Lynell ; Flognfeldt, Mona Evelyn (2024). Teacher-identified spaces for integrating ELF-aware instruction: Teacher professionalism and local ecology. Research Papers in Language Teaching and Learning. Vol. 14.
https://hdl.handle.net/11250/3289111

Tsagari, Dina ; Flognfeldt, Mona Evelyn ; Chvala, Lynell ; Tishakov, Therese Marie ; Reed, Kirstin (2021). Lessons Learnt and Future Directions. Cavalheiro, Lili; Guerra, Luis; Pereira, Ricardo (Red.). The Handbook to English as a Lingua Franca: Practices for Inclusive Multilingual Classrooms. s. 245-258. Edições Húmus.
https://hdl.handle.net/11250/4378416

Flognfeldt, Mona Evelyn ; Chvala, Lynell (2020). Klasseledelse for læring i språkfaget engelsk. Christensen, Hanne; Ulleberg, Inger (Red.). Klasseledelse, fag og danning. 2.utgave. s. 122-138. Gyldendal Akademisk.
https://hdl.handle.net/11250/4872709

Chvala, Lynell (2020). Teacher ideologies of English in 21st century Norway and new directions for locally tailored ELT. System (Linköping). Vol. 94.
https://doi.org/10.1016/j.system.2020.102327

Chvala, Lynell (2018). What are the core aims of English as a school subject? A study of teacher understanding in lower secondary school. Acta Didactica Norge. Vol. 12.
https://doi.org/10.5617/adno.6181

Flognfeldt, Mona Evelyn ; Chvala, Lynell (2013). Klasseledelse for læring i språkfaget engelsk. Christensen, Hanne; Ulleberg, Inger (Red.). Klasseledelse, fag og danning. s. 107-124. Gyldendal Akademisk.
https://hdl.handle.net/11250/4939945

Chvala, Lynell (2012). Genre and situational features in oral exam tasks in 10th grade. Hasselgreen, Angela Maria; Drew, Ion; Sørheim, Bjørn (Red.). The young language learner : research-based insights into teaching and learning. s. 233-246. Fagbokforlaget.
https://hdl.handle.net/11250/5021484

Chvala, Lynell ; Graedler, Anne-Line (2010). Assessment in English. Dobson, Stephen; Engh, Roar (Red.). s. 75-89. Cappelen Damm Høyskoleforlaget.
https://hdl.handle.net/11250/4738375



Publikasjonslisten er hentet ut av Nasjonalt vitenarkiv (NVA). Listen kan være ufullstendig.

Forskningsrapporter

Plakans, Lia; Tsagari, Dina ; Chvala, Lynell (2022). Teachers’ pedagogical vision for 21st century English education - Expanding landscapes for English as a multilingua franca of global citizenship in Norwegian schools. ISBN: 9788283644234. OsloMet - storbyuniversitetet.
https://hdl.handle.net/11250/3173669



Publikasjonslisten er hentet ut av Nasjonalt vitenarkiv (NVA). Listen kan være ufullstendig.

Formidling

Chvala, Lynell ; Tishakov, Therese ; Flognfeldt, Mona Evelyn ; Tsagari, Dina (2024). Exploring Norwegian learners' beliefs about the extramural use of English as a lingua franca (ELF) and classroom learning. ELF14 2024 Conference.
https://hdl.handle.net/11250/4334086

Chvala, Lynell ; Kaldahl, Anne-Grete (2023). Developing a framework for oracy development for Teaching, Assessment, Learning, and Knowledge (TALK) in school. Association for Educational Assessment (AEA) Europe 24th Annual Meeting. Association for Educational Assessment (AEA).
https://hdl.handle.net/11250/4358350

Chvala, Lynell (2022). 21st century English language education through the voice of in-service teachers: Discursive gaps at the crossroads of ideology, language pedagogy, and global citizenship. Second Language Teacher Education: Challenges and New Horizons. Universität Wien.
https://hdl.handle.net/11250/3779794

Tsagari, Dina ; Tishakov, Therese Marie ; Flognfeldt, Mona Evelyn ; Chvala, Lynell ; Reed, Kirstin (2021). English as a lingua franca in inclusive multilingual classrooms in Norway: the ENRICH E+ project. Crossroads of Languages and Cultures 6. University of Cyprus, Open University of Cyrpus, POLYDROMO.
https://hdl.handle.net/11250/4583874

Flognfeldt, Mona Evelyn ; Tsagari, Dina ; Tishakov, Therese Marie ; Chvala, Lynell ; Reed, Kirstin (2021). Teacher and learner beliefs and perceptions in multilingual ELF contexts as basis for continuing professional development of teachers. World Congress of Applied Linguistics: "The dynamics of language, communication and culture in a changing world". Association of Applied Linguistics, AILA.
https://hdl.handle.net/11250/3740193

Chvala, Lynell (2021). Instructional Context. Cavalheiro, Lili; Guerra, Luis; Pereira, Ricardo (Red.). The Handbook to English as a Lingua Franca: Practices for Inclusive Multilingual Classrooms. s. 224-229. Edições Húmus.
https://hdl.handle.net/11250/5021908

Chvala, Lynell (2021). Establishing Context. Cavalheiro, Lili; Guerra, Luis; Pereira, Ricardo (Red.). The Handbook to English as a Lingua Franca: Practices for Inclusive Multilingual Classrooms. s. 218-223. Edições Húmus.
https://hdl.handle.net/11250/4770102

Chvala, Lynell ; Flognfeldt, Mona Evelyn (2021). Teacher perceptions of spaces for English as a lingua franca in instructional contexts. 1st International Conference on ELF-Aware Practices for Inclusive Multilingual Classrooms. ENRICH 2021.
https://hdl.handle.net/11250/4905543

Tsagari, Dina ; Flognfeldt, Mona Evelyn ; Chvala, Lynell ; Reed, Kirstin; Tishakov, Therese Marie (2021). Addressing teacher and learner needs in multilingual ELF contexts through continuing professional development of teachers. Exploring Language Education (ELE). University of Oslo.
https://hdl.handle.net/11250/4944406

Chvala, Lynell (2021). How do teachers construct adolescent English language learning in the 21st century?. Exploring Language Education (ELE). University of Oslo.
https://hdl.handle.net/11250/5068969



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