Eli-Marie Danbolt Drange

• Drange, Eli-Marie Danbolt & Mellerup, Susana Ester (2026). Colaboración en el diseño de tareas para trabajar la escritura como proceso en español como lengua extranjera – con y sin herramientas digitales. Mémoires de la Société Néophilologique de Helsinki. ISSN 0355-0192. CV, p. 42–67. doi: 10.51814/ufy.1900.3130. Full text in Research Archive Show summary

  Én este artículo presentamos la colaboración en el diseño e implementación de tareas para trabajar la escritura como proceso con estudiantes universitarios de español en un contexto escandinavo para responder al reto de la escritura en una lengua extranjera. Para diseñar estas tareas nos hemos inspirado en el modelo de escritura de Flower y Hayes (1981), donde se destacan los procesos cognitivos y se incluyen aspectos socio-culturales y emocionales. A través de los principios de la investigación acción (Latorre 2005) hemos diseñado una serie de trabajos de escritura para los estudiantes. Después de cada realización hemos analizado los resultados, reflexionando sobre los pasos y los instrumentos de ayuda creados. En esta última realización hemos implementado los cambios considerados necesarios para perfeccionar las tareas. El objetivo principal fue motivar a los estudiantes a reflexionar sobre las diferentes etapas del proceso de escritura sin enfocarse exclusivamente en el texto como producto final.Presentaremos las etapas de nuestro trabajo para dos tipos de textos incluyendo el análisis de algunos de los productos escritos y los instrumentos de ayuda. Concluiremos con una reflexión sobre lasoportunidades y desafíos a los que nos enfrentamos durante el desarrollo de este proyecto.

• Askland, Sigrunn; Drange, Eli-Marie D.; Eik, Marianne; Haugen, Anette & Heiseldal, Stine K. (2026). Enhancing multilingual approaches to language learning and teachers’ professional development through action research projects in Norway. In Gallagher-Brett, Angela & Lechner, Christine (Ed.), Action Research Communities for Language Teachers. Bloomsbury Academic. ISSN 9781350543416. p. 201–222. Full text in Research Archive
• Drange, Eli-Marie D. (2025). La visión de América Latina en textos escritos por alumnos de español como lengua extranjera en Noruega | University Press Library Open, América Latina en Noruega​. ​​Producción lingüística, literaria y cultural de una comunidad migrante​. De Gruyter Brill. ISSN 9783111434391. p. 25–46. doi: 10.1515/9783111434445-003. Full text in Research Archive Show summary

  América Latina debe tener un lugar importante en la asignatura de español como lengua extranjera en Noruega. Para investigar qué visión de este continente los alumnos adquieren en su proceso de aprendizaje, este artículo estudia textos escritos por alumnos como parte de la asignatura y recopilados en el corpus multilingüe TRAWL

• Drange, Eli-Marie D. (2025). Utvikling av den profesjonelle fremmedspråkslærer gjennom utvekslingsopphold i et målspråksland. ELLA – Education, Literature, Language – Utdanning, litteratur, språk. 3(5), p. 1–28. doi: 10.58215/ella.56. Full text in Research Archive Show summary

  The article examines whether an exchange stay in a target language country contributes to the development of the professional foreign language teacher by integrating the forms of knowledge: episteme, techne, and phronesis. The students who participated in the study have chosen Spanish as one of their teaching subjects in the primary school teacher education programme at a Norwegian educational institution. Through a collaboration with two other Norwegian educational institutions, the institution has established an exchange programme with partner universities in target language countries to take the language subject there. A few months after completing the exchange programme, the students participated in a follow-up interview to reflect on the learning outcomes from the exchange. The interviews were analysed thematically, and the following main thematic areas were identified: 1) Personal development, 2) Development of professional competences, 3) Development of linguistic competence. The analysis of the interviews shows that the exchange has contributed to personal development, where the students improved their abilities to meet different students and be open to other perspectives. Furthermore, the students have developed their professional competence both by becoming more aware of the language skills needed to use the language in authentic situations and by being introduced to different forms of teaching. The students have also developed their linguistic competence, both by learning more about the language and through active use of the language in different situations. The article concludes that an exchange to a target language country provides students with valuable experience, professional development and confidence as language users, which will contribute to motivating foreign language teaching. This means the exchange stay also contributes to integrating the three forms of knowledge – episteme, techne, and phronesis –into the students' future practice. The biggest challenge the students must continue to work on is maintaining the language even in a busy everyday life after the exchange programme.

• Heggernes, Sissil Lea; Drange, Eli-Marie D. & Høvik, Knut Øystein (2025). “A small piece of my heart remained”: In-service foreign language teachers’ perspectives on short-term mobility in continuous professional development. Nordic Journal of Language Teaching and Learning (NJLTL). 13(1), p. 95–114. doi: 10.46364/njltl.v13i1.1375. Full text in Research Archive Show summary

  Based on the need for qualified French, German and Spanish teachers in Norway, a continuous professional development (CPD) programme for in-service teachers was developed by six universities in Norway, France, Germany and Spain. The hybrid course design includes weekly online sessions, one physical seminar in Norway and short-term mobility involving one week abroad per semester. This article discusses how the professional development of 25 teachers, in terms of intercultural competence (IC), language learning and subject didactic knowledge (SDK), is influenced by short-term mobility. Interviews with the participants were subject to content analysis and discussed through the lens of intercultural theory and literature on CPD education. The findings indicate that hybrid course design is vital for the participants’ professional development. Short-term mobility is particularly salient to the teachers’ motivation and their development of IC, language learning and SDK. Meeting the same instructors online and on site increases the participants’ sense of security and fosters a community of practice. The study has implications for the organisation of CPD programmes and addresses the gap in knowledge regarding the role of short-term mobility in CPD programmes for in-service foreign language teachers in Norway and internationally.

• Haukås, Åsta & Drange, Eli-Marie D. (2024). Teachers’ beliefs and experiences regarding collaboration across language subjects. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. p. 1–16. doi: 10.1080/01434632.2024.2413443. Full text in Research Archive Show summary

  In schools worldwide, there are increasing expectations for teacher collaboration across subjects. However, despite the potential benefits for students and teachers of viewing language subjects as interrelated, limited research has explored how meaningful collaboration across different language subjects can be undertaken. Addressing this gap, this study investigates language teachers’ experiences with and perspectives on collaboration across language subjects. Data were generated from focus group discussions with teachers of Norwegian, English, French, German, and Spanish in four Norwegian secondary schools and analysed through reflexive thematic analysis. The analysis revealed that teachers had limited prior experience in this area but recognised several potential benefits, such as increased language awareness and a more holistic understanding of languages. However, teachers’ suggestions for collaboration mainly focused on sharing ideas and coordinating tasks, whereas deeper forms of joint work are likely necessary to achieve lasting learning effects. Moreover, teachers lacked knowledge of each other’s subject curricula, whereas a crucial starting point for effective collaboration would be for teachers to become familiar with the contents of all language subject curricula in school. Finally, the analysis suggests that effective collaboration requires active leadership support to address practical challenges and develop a shared understanding of what collaboration may entail.

• Drange, Eli-Marie D.; Vila, Xavier Llovet & Carrai, Debora (2024). Utdanning av spansklærere i Norge : Utforsking av muligheter for samarbeid om PPU-utdanningene på tvers av universitetene i Agder, Bergen og Oslo. Norsk pedagogisk tidsskrift. ISSN 0029-2052. 108(2), p. 123–139. doi: 10.18261/npt.108.2.4. Full text in Research Archive Show summary

  Despite significant changes in Spanish language teacher education over the last 20 years in Norway, little is known about how training is organized at various educational institutions. In this article, we map out how Spanish teacher education is organized in the one-year teacher training program (PPU) at UiA, UiB and UiO to identify opportunities for collaboration across universities. The discussion of similarities and differences between the various programs reveals that it is mainly the teaching of foreign language and Spanish didactics that opens up possibilities for more binding collaboration.

• Lazareva, Aleksandra; Amdal, Irina Ivashenko; Danielsen, Kjerstin Breistein & Drange, Eli-Marie D. (2022). Internationalization of Teacher Education During COVID-19. In Auer, Michael E.; Hortsch, Hanno; Michler, Oliver & Kohler, Thomas (Ed.), Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Proceedings of the 24th International Conference on Interactive Collaborative Learning (ICL2021), Volume 1. Springer. ISSN 9783030939045. p. 311–321. doi: 10.1007/978-3-030-93904-5_32. Full text in Research Archive
• Drange, Eli-Marie D. & Mellerup, Susana (2022). Colaboración intercultural en la esfera digital entre estudiantes de español. Revista redELE. doi: 10.4438/1571-4667-redele. Full text in Research Archive
• Drange, Eli-Marie D. (2022). The development of sentence complexity in the writing of young learners of L3 Spanish in Norway. Nordic Journal of Language Teaching and Learning (NJLTL). 10(2). doi: 10.46364/njltl.v10i2.1075. Full text in Research Archive Show summary

  This article explores the development of sentence complexity in the writing of young learners of Spanish as the third language (L3) learned in Norwegian schools. Learning to write in a foreign language is a complex process, and a novice learner will start to write simple sentences that develop over time. To track this development, the present study investigates texts written by learners of Spanish from the first and second year of upper secondary school (school years 11-12, ages 16-17) as their ordinary schoolwork. The texts are collected as part of the TRAWL (Tracking Written Learner Language) corpus and show how learners write in an authentic school context. To address sentence development, the use of coordinating and subordinating conjunctions is analyzed. The findings indicate that most pupils use y (and) and pero (but) to coordinate clauses. In subordinate clauses, que is frequently used to introduce relative clauses and porque to introduce causal clauses. There are only a few examples of a more varied use of conjunctions, indicating individual differences in the process of developing sentence complexity. The studied features are estimated to be acquired at the A1 level in the Common European Framework of Reference for Languages (CEFR), while the pupils in this study are expected to be at the A2 level. The findings show that there may be a discrepancy between the pupils’ actual knowledge and the expected knowledge according to the reference levels.

• Dirdal, Hildegunn; Hasund, Ingrid Kristine; Drange, Eli-Marie D.; Vold, Eva Thue & Berg, Elin Maria (2022). Design and construction of the Tracking Written Learner Language (TRAWL) Corpus: A longitudinal and multilingual young learner corpus. Nordic Journal of Language Teaching and Learning (NJLTL). 10(2). doi: 10.46364/njltl.v10i2.1005. Full text in Research Archive Show summary

  This article describes the design and construction of the Tracking Written Learner Language (TRAWL) Corpus. The corpus combines several features that are all rare for learner corpora: it is longitudinal, following individual pupils over several years; it has data from young learners from school years 5 to 13 (ages 10–18); it is multilingual, containing learners’ texts in several L3s (French, German and Spanish), L2 English and L1 Norwegian; and it includes teacher comments on a number of the texts. In addition, some of the texts exist in both a first and a second revised version, all tied to a rich set of meta-data. Not only does such a corpus offer new possibilities for research on language acquisition in general; it can also be used to provide valuable insights for teachers, teacher training and policymaking within the national context of Norway. In this article, we describe the design of the TRAWL Corpus and outline its uses and benefits for the research community. We also describe the compilation process in the hope that it may inspire and enable others to build similar corpora for their own national contexts.

• Drange, Eli-Marie D. (2020). Digitale ferdigheter. In Bjørke, Camilla & Haukås, Åsta (Ed.), Fremmedspråksdidaktikk. Cappelen Damm Akademisk. ISSN 9788202671099. Full text in Research Archive Show summary

  Denne boka gir en grundig innføring i de mest sentrale og aktuelle temaene innen fremmedspråksdidaktikk. Forfatterne bygger på forskning og teori om språklæring og språkundervisning og viser hvordan læreren kan arbeide målrettet og systematisk med å utvikle elevenes kunnskaper og ferdigheter. Dette er en revidert utgave av boka fra 2018, men er nå tilpasset de nye læreplanene i fagfornyelsen fra 2020. Boka fokuserer på læring og undervisning i faget fremmedspråk. For engelskfaget finnes det en tilsvarende bok, også utgitt av Cappelen Damm Akademisk: Teaching and Learning English. Sentrale temaer i boka Fremmedspråksdidaktikk er utvikling av de grunnleggende ferdighetene lesing, skriving og muntlig bruk av fremmedspråket, ordinnlæring, grammatikk, interkulturell kompetanse, litteratur og ikke minst vurdering og refleksjon over egen praksis som lærer. Boka omhandler dessuten språkovergripende temaer som flerspråklighet, metakognisjon og språklæringsstrategier, tilpasset opplæring og digital kompetanse. I tillegg inneholder boka et nytt kapittel om læremiddel. Boka egner seg for alle som skal undervise i fremmedspråk eller er opptatt av fremmedspråksdidaktikk, for eksempel studenter i PPU, lektorprogrammer og andre lærerutdanninger, lærere og lærerutdannere. Redaktørene er ansatt ved Høgskolen i Østfold og Universitetet i Bergen. Forfatterteamet inkluderer fagdidaktikere og forskere fra Universitetet i Sørøst-Norge, Høgskolen i Østfold, NTNU, Universitetet i Agder, Universitetet i Bergen og Universitetet i Oslo.

• Drange, Eli-Marie D. & Olsbu, Inger (2019). Transformando el aula universitaria de ELE en talleres de lengua y literatura. In González, Jesús Fernández & Paniagua, Francisco Escudero (Ed.), Español para todos. Universidad de Salamanca. ISSN 9788497186988. p. 90–100. Full text in Research Archive
• Drange, Eli-Marie D. (2019). "Un día normal en mi vida" qué y cómo escribimos en la clase de español como lengua extranjera en Noruega. Nordic Journal of Modern Language Methodology (NJMLM). 7(2), p. 6–27. doi: 10.46364/njmlm.v7i2.657. Full text in Research Archive
• Drange, Eli-Marie D. (2019). No me banco la gente así. Un estudio comparativo del uso de palabras coloquiales y malsonantes en conversaciones informales en tres comunidades de habla hispanohablantes. Bergen Language and Linguistics Studies (BeLLS). 10(1). doi: 10.15845/bells.v10i1.1502. Full text in Research Archive
• Drange, Eli-Marie D. (2018). Digitale ferdigheter. In Bjørke, Camilla; Dypedahl, Magne & Haukås, Åsta (Ed.), Fremmedspråksdidaktikk. Cappelen Damm Akademisk. ISSN 9788202566739. p. 233–251. Full text in Research Archive Show summary

  Denne boka gir en grundig innføring i de mest sentrale og aktuelle temaene innen fremmedspråksdidaktikk. Forfatterne bygger på forskning og teori om språklæring og språkundervisning og viser hvordan læreren kan arbeide målrettet og systematisk med å utvikle elevenes kunnskaper og ferdigheter. Dette er en fullstendig revidert utgave av boka, som første gang ble utgitt i 2014. Boka fokuserer nå først og fremst på læring og undervisning i faget fremmedspråk, mens den tidligere utgaven også inkluderte engelsk. For engelskfaget finnes det en tilsvarende bok, også utgitt av Cappelen Damm Akademisk: Teaching and Learning English. Sentrale temaer i boka Fremmedspråksdidaktikk er som sist utvikling av de grunnleggende ferdighetene lesing, skriving og muntlig bruk av fremmedspråket, ordinnlæring, grammatikk, interkulturell kompetanse, litteratur og ikke minst vurdering og refleksjon over egen praksis som lærer. I tillegg har boka fått flere nye kapitler som blant annet omhandler flerspråklighet, metakognisjon og språklæringsstrategier, tilpasset opplæring og digital kompetanse. Boka egner seg for alle som skal undervise i fremmedspråk eller er opptatt av fremmedspråksdidaktikk, for eksempel studenter i PPU, lektorprogrammer og andre lærerutdanninger, lærere og lærerutdannere. Redaktørene er ansatt ved Høgskolen i Østfold, Høgskolen i Sørøst-Norge og Universitetet i Bergen. Forfatterteamet inkluderer fagdidaktikere og forskere fra Høgskolen i Sørøst-Norge, Høgskolen i Østfold, NTNU, Universitetet i Agder, Universitetet i Bergen og Universitetet i Oslo.

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• Drange, Eli-Marie D. (2026). Building on positive psychology in the classroom to engage FL students in their learning process. Full text in Research Archive
• Drange, Eli-Marie D. & Haukås, Åsta (2026). Learning and teaching across language subjects: Students’, teachers’, and researchers’ perspectives. Full text in Research Archive
• Hasund, Ingrid Kristine; Durrant, Philip; Goulart, Larissa; Drange, Eli-Marie D.; Dirdal, Hildegunn & Johansen, Stine Hulleberg [Show all 8 contributors for this article] (2026). Combining categorical and multidimensional approaches to situational genre variation in the TRAWL (Tracking Written Learner Language) multilingual corpus. Full text in Research Archive
• Hasund, Ingrid Kristine; Durrant, Philip; Goulart, Larissa; Dirdal, Hildegunn & Drange, Eli-Marie D. (2025). Developing a multidimensional tool to characterise types of writing tasks across five languages at secondary level. Full text in Research Archive
• Vik, Alissa; Kleveland, Anne Karine & Drange, Eli-Marie D. (2025). Panelsamtale om antologien América Latina en Noruega. Full text in Research Archive Show summary

  América Latina en Noruega. Producción lingüística, literaria y cultural de una comunidad migrante (2025) es el primer libro académico que trata de los latinoamericanos en Noruega, y aborda esta comunidad desde diferentes perspectivas y disciplinas: lingüística, didáctica, literatura y estudios culturales. En esta ponencia, Alissa Vik (NTNU), Anne Karine Kleveland (NTNU) y Eli-Marie Drange (UiA) conversaron sobre los temas tratados en la antología y sus contribuciones al libro dentro de los campos de etnomusicología, estudios literarios y didáctica.

• Drange, Eli-Marie D. (2025). Dinamizar el aula de ELE con un enfoque comunicativo y colaborativo. Full text in Research Archive
• Drange, Eli-Marie D. (2025). Dinamizar el aula de ELE con un enfoque comunicativo y colaborativo. Full text in Research Archive
• Drange, Eli-Marie D. (2025). How does school leaders see their schoolscape? Full text in Research Archive
• Vold, Eva Thue & Drange, Eli-Marie D. (2025). Teacher written feedback across languages: A comparative study from Norwegian secondary schools. Full text in Research Archive
• Haukås, Åsta & Drange, Eli-Marie D. (2025). Innovative Approaches to Language Teacher Collaboration in Schools: Insights from a Norwegian Study. Full text in Research Archive
• Drange, Eli-Marie D. (2025). Episode 3: Karen Forbes on language teacher collaboration. [Internet]. The Multiwrite Pod: Learning of Multiple Languages. doi: https:/www.hf.uio.no/ilos/forskning/prosjekter/sammenhenger-mellom-forste-andre-og-tredjesprak/blog/multiwrite-podden.html. Full text in Research Archive
• Drange, Eli-Marie D. & Haukås, Åsta (2024). Enhancing Multilingual Pedagogies Through Language Teacher Collaboration: A Cross-Curricular Approach in Norwegian Upper Secondary School. Full text in Research Archive
• Drange, Eli-Marie D. (2024). La complejidad sintáctica en textos escritos por alumnos de ELE en Noruega. Full text in Research Archive
• Drange, Eli-Marie D. (2024). Does schoolscape influence students' well-being and involvement in learning? Full text in Research Archive
• Drange, Eli-Marie D. (2024). Data session on multilingual learning environments. Full text in Research Archive
• Drange, Eli-Marie D. & Mellerup, Susana (2024). El desarrollo de un modelo para trabajar la escritura como proceso y el uso de herramientas digitales en textos de estudiantes de español como lengua extranjera en Dinamarca y Noruega. Full text in Research Archive
• Drange, Eli-Marie D. & Garshol, Lenka (2024). Bruk av kunstig intelligens i språkfag: Utforsking av likheter og forskjeller mellom engelsk og fremmedspråk. Full text in Research Archive
• Drange, Eli-Marie D. & Haukås, Åsta (2024). Teachers' beliefs about collaboration across language subjects in school. Full text in Research Archive
• Drange, Eli-Marie D. (2024). La enseñanza del español en Noruega. Full text in Research Archive
• Drange, Eli-Marie D. (2024). ¿Cómo trabajar y evaluar la interacción oral en clase? Full text in Research Archive
• Vold, Eva Thue; Drange, Eli-Marie D.; Haukås, Åsta; Johansen, Stine Hulleberg & Wesenberg, Mari Wærner (2024). Positive feedback across language subjects: Characteristics, similarities and differences. Full text in Research Archive
• Drange, Eli-Marie D. (2024). Muntlig samhandling i fremmedspråksklasserommet. Full text in Research Archive
• Klævik-Pettersen, Espen Johan; Drange, Eli-Marie D.; Hope, Tim & Doetjes, Gerke (2024). Fransk forsvinner fra ungdomsskolen i Agder. Full text in Research Archive
• Birkeland, Nils Rune; Selås, Magnhild; Gunleifsen, Elin; Drange, Eli-Marie D.; Garshol, Lenka & Klævik-Pettersen, Espen Johan [Show all 26 contributors for this article] (2024). 12 argument for å halde på framandspråka i ungdoms­skulen. Khrono. doi: https:/www.khrono.no/12-argument-for-a-halde-pa-framandspraka-i-ungdomsskulen/907087. Full text in Research Archive
• Drange, Eli-Marie D. & Mellerup, Susana (2023). El Proceso De Escritura Y El Uso De Herramientas Digitales En Trabajos De Estudiantes De Español Como Lengua Extranjera En Escandinavia. Full text in Research Archive
• Drange, Eli-Marie D. (2023). The visibility of multilingualism in schoolscapes in southern Norway. Full text in Research Archive
• Drange, Eli-Marie D. & Mellerup, Susana (2023). Interacción y colaboración en español en línea: un proyecto de colaboración entre estudiantes daneses y noruegos. Full text in Research Archive
• Drange, Eli-Marie D. (2023). Skriving i fremmedspråk. Full text in Research Archive
• Drange, Eli-Marie D. (2023). Elevtekster i fremmedspråk. Full text in Research Archive
• Heggernes, Sissil Lea; Drange, Eli-Marie D. & Høvik, Knut Øystein (2023). Interculturality, language learning and professional development through in-service courses for L3 teachers in Norway . Full text in Research Archive
• Erdmann, Susan Lynn; Päplow, Thorsten; Garshol, Lenka & Drange, Eli-Marie (2022). Editorial. Nordic Journal of Language Teaching and Learning (NJLTL). 10(1), p. i–ii. doi: 10.46364/njltl.v10i1.1113. Full text in Research Archive
• Hasund, Ingrid Kristine; Torjusen, Henrik Martin Hansen & Drange, Eli-Marie (2022). Tracking Written Learner Language: Background, context and studies of the TRAWL corpus. Nordic Journal of Language Teaching and Learning (NJLTL). 10(2), p. I–XVIII. doi: 10.46364/njltl.v10i2.1131. Full text in Research Archive
• Drange, Eli-Marie (2022). Aktiv språklæring og bruk av teknologi i Undervisningsverkstedet. Full text in Research Archive
• Drange, Eli-Marie (2022). Studentutveksling til målspråkslandene i GLU i fremmedspråk. Full text in Research Archive
• Amdal, Irina Ivashenko; Dede, Ayşe Tekin Dede Tekin; Janíková, Marcela; Lazareva, Aleksandra; Danielsen, Kjerstin Breistein & Drange, Eli-Marie D. [Show all 7 contributors for this article] (2022). Internationalization at home: To get know abroad without leaving home. Full text in Research Archive
• Hasund, Ingrid Kristine; Drange, Eli-Marie & Torjusen, Henrik Martin Hansen (2022). Special issue: Young Learner Writing. Studies of the TRAWL (Tracking Written Learner Language) Corpus. Full text in Research Archive Show summary

  This special issue introduces the TRAWL (Tracking Written Learner Language) corpus and presents some of the first studies that have been carried out on the TRAWL material thus far. TRAWL is a longitudinal and multilingual corpus of young learner writing in primary and secondary schools in Norway, with authentic school texts in L1 Norwegian, L2 English and the most commonly taught L3s in Norwegian schools, French, German and Spanish. The aim of the TRAWL research group has been to create a corpus that addresses some of the needs in current learner corpus research, is compiled according to established design criteria and is openly available for research. With this special issue, we wish to inspire a wide range of studies of young learner writing based on TRAWL data in the years to come.

• Drange, Eli-Marie D. (2021). Ideas para trabajar con las destrezas escritas en la clase de ELE. Full text in Research Archive
• Drange, Eli-Marie D. (2021). El desarrollo de las destrezas escritas de los alumnos de ELE en Noruega. Full text in Research Archive
• Drange, Eli-Marie D. (2021). Development of linguistic complexity in the writing of Spanish as L3 in a Norwegian school context. Full text in Research Archive
• Drange, Eli-Marie D. & Mellerup, Susana (2021). La representación multimodal de la migración en trabajos colaborativos entre estudiantes de español como lengua extranjera en Noruega y Dinamarca. Full text in Research Archive
• Erdmann, Susan Lynn; Drange, Eli-Marie D.; Garshol, Lenka & Päplow, Thorsten (2021). Editorial Vol.9 No.2. Nordic Journal of Language Teaching and Learning (NJLTL). 9(2), p. i–ii. doi: 10.46364/njltl.v9i2.981. Full text in Research Archive
• Garshol, Lenka; Drange, Eli-Marie D.; Palmer, Helen Suzanne; Vos, Pauline & Baartman, Desire (2021). Actionbound seminar. Full text in Research Archive
• Erdmann, Susan Lynn; Hasund, Ingrid Kristine; Päplow, Thorsten; Garshol, Lenka & Drange, Eli-Marie D. (2021). Editorial Vol.9 No.2. Nordic Journal of Language Teaching and Learning (NJLTL). 9(1), p. i–ii. doi: 10.46364/njltl.v9i1.929. Full text in Research Archive
• Erdmann, Susan Lynn; Drange, Eli-Marie D.; Garshol, Lenka; Hasund, Ingrid Kristine & Päplow, Thorsten (2020). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). 8(2), p. i–iii. doi: 10.46364/njmlm.v8i2.845. Full text in Research Archive
• Drange, Eli-Marie D. (2020). Flipgrid in language teaching. Full text in Research Archive
• Drange, Eli-Marie D. (2020). TIC en la educación. Full text in Research Archive
• Drange, Eli-Marie D. (2019). Leder. Nordic Journal of Modern Language Methodology (NJMLM). 7(2). Full text in Research Archive
• Drange, Eli-Marie D. & Mellerup, Susana (2019). Una mirada sobre la migración. Full text in Research Archive
• Drange, Eli-Marie D. (2019). Elevers skriving i spansk. Full text in Research Archive
• Drange, Eli-Marie D. (2019). Aprendizaje activo de gramática en el aula de ELE. Full text in Research Archive
• Drange, Eli-Marie D. (2019). Nyskaping i spanskundervisning. Full text in Research Archive
• Izquierdo, José María & Drange, Eli-Marie D. (2019). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). 7(2). Full text in Research Archive
• Drange, Eli-Marie D.; Erdmann, Susan Lynn; Hasund, Ingrid Kristine & Päplow, Thorsten (2019). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). 7(1), p. 1–3. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2019). ITELab for teacher education. Full text in Research Archive
• Drange, Eli-Marie D. (2019). Hvordan er lærerutdanneres profesjonsfaglige digitale kompetanse? - Noen foreløpige resultater fra undersøkelse i regi av ITELab-prosjektet. Full text in Research Archive
• Drange, Eli-Marie D. (2019). ITELab: The Norwegian story. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2019). Digital kompetanse hos lærerutdannere – Hva er viktig? Full text in Research Archive
• Hasund, Ingrid Kristine & Drange, Eli-Marie D. (2019). HVORDAN KAN LÆRERNES VURDERINGSPRAKSIS BIDRA TIL Å FORBEDRE ELEVENES SKRIVING I FREMMEDSPRÅK? Elevers skriving og læreres vurdering i engelsk, fransk, spansk og tysk i ungdoms- og videregående skole. Full text in Research Archive
• Drange, Eli-Marie D. & Olsbu, Inger (2018). Transformando el aula universitaria de ELE en talleres de lengua y literatura. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2018). Teacher educators' pedagogical digital competence. Full text in Research Archive
• Drange, Eli-Marie D.; Hasund, Ingrid Kristine; Mustad, Jan Erik; Olsbu, Inger & Päplow, Thorsten Manfred (2018). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). 6(1), p. 1–2. Full text in Research Archive
• Drange, Eli-Marie D. (2018). "Querida familia" Qué y cómo escriben los alumnos en la clase de español. Full text in Research Archive
• Drange, Eli-Marie D.; Hasund, Ingrid Kristine; Mustad, Jan Erik; Olsbu, Inger & Päplow, Thorsten (2018). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). Vol. 6(2), p. 1–2. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2018). Fremtidens lærerutdannere og deres kompetanse. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2018). Defining competences for teacher educators. Full text in Research Archive
• Drange, Eli-Marie D. (2018). Spansk er ikke bare et feriespråk. Full text in Research Archive
• Drange, Eli-Marie D. (2018). El desarrollo de las destrezas escritas de los alumnos noruegos de ELE. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2018). En skole som utfordrer elevene. Full text in Research Archive
• Drange, Eli-Marie D. & Hasund, Ingrid Kristine (2018). "Mora di!" Mammamotivet i norsk, engelsk og spansk banning. Full text in Research Archive
• Drange, Eli-Marie D. & Olsbu, Inger (2018). Teaching methods and tools. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2018). ITELab-prosjektet:​ Utvikling av digitale ferdigheter i lærerutdanningen​. Full text in Research Archive
• Drange, Eli-Marie D. (2017). Muntlig aktivitet i fremmedspråksundervisningen. Full text in Research Archive
• Drange, Eli-Marie D. (2017). ¿Necesitamos gramática para comunicarnos? Full text in Research Archive
• Graedler, Anne-Line; Rørvik, Sylvi; Dirdal, Hildegunn; Hasund, Ingrid Kristine & Drange, Eli-Marie D. (2017). "TraWL (Tracking Written Learner language): Corpus design and research plans". Full text in Research Archive
• Drange, Eli-Marie D. (2017). Videocase + eksamen = sant. Midtveisseminar for Erik Erik Adalberon. Full text in Research Archive
• Drange, Eli-Marie D. (2017). Lese- og skriveutfordringer i fremmedspråksundervisningen. Full text in Research Archive
• Graedler, Anne-Line; Dirdal, Hildegunn; Guldal, Tale Margrethe; Hasund, Ingrid Kristine; Rørvik, Sylvi & Nacey, Susan Lee [Show all 7 contributors for this article] (2017). Tracking Written Learner Language (TRAWL): A longitudinal corpus of Norwegian pupils' written texts in second/foreign languages. Full text in Research Archive
• Drange, Eli-Marie D. (2017). “Querida familia” Qué y cómo escribimos en las clases de español. Full text in Research Archive
• Drange, Eli-Marie D. (2017). En eso se baja un gallo en la micro. Un estudio comparativo del uso de palabras coloquiales y malsonantes en el lenguaje juvenil chileno, argentino y español. Full text in Research Archive
• Drange, Eli-Marie D. (2017). Digitalt innfødte eller digitalt velfødde? En studie av lærerstudenters tekstpraksis generelt og i studiesituasjonen. Full text in Research Archive
• Drange, Eli-Marie D. (2017). Prøver og læring i Canvas. Full text in Research Archive
• Drange, Eli-Marie D. (2017). IKT i fremmedspråksundervisningen. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2019). Development of key competences for teacher educators. European Schoolnet. Full text in Research Archive
• Drange, Eli-Marie D. & Danielsen, Kjerstin Breistein (2019). Defining competences for teacher educators. European Schoolnet. Full text in Research Archive

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