Lenka Garshol

• Aanensen, Mariette & Garshol, Lenka (2025). En trofast tjener eller en bjørnetjeneste? Elevers forhold til generativ kunstig intelligens i klasserommet. Paideia - Tidsskrift for professionel pædagogisk praksis. ISSN 1904-9633. 30, p. 6–16. Full text in Research Archive Show summary

  I denne artikkelen undersøker vi hvordan ungdomsskoleelever forholder seg til og bruker generativ kunstig intelligens (GKI), før og etter GKI-baserte intervensjoner. Tematisk analyse av intervjuer viser at elevenes oppfatning endres ved økt bruk, men at mangel på systematisk opplæring gjør bruken ujevn. Vi fremhever behovet for målrettet veiledning for å støtte elevene i å forstå skillet mellom GKI som snarvei og GKI som læringsstøtte, og for å sikre at teknologien bidrar til læring og faglig utvikling.

• Erdmann, Susan Lynn & Garshol, Lenka (2025). Teaching rehearsals in English subject didactics courses in primary teacher education. In Cabot, Michel Alexandre; Høisæter, Sissel Margrethe & Vangsnes, Vigdis (Ed.), Rehearsing for teaching : Theoretical and empirical approaches to a practice-based teacher education. Fagbokforlaget. ISSN 9788245052602. doi: 10.55669/oa600515. Full text in Research Archive
• Garshol, Lenka & Føreland, Line Reichelt (2024). Gaming in the English Classroom. In Skulstad, Aud Solbjørg (Eds.), Current issues in English teaching. Fagbokforlaget. ISSN 9788245047189. p. 95–114. Full text in Research Archive
• Klockmann, Heidi Elizabeth & Garshol, Lenka (2024). Agreement Errors in Norwegian L1, English L2 Quantity Pseudopartitives. Revue roumaine de linguistique. ISSN 0035-3957. 69(3-4), p. 307–325. doi: 10.59277/RRL.2024.3-4.17. Full text in Research Archive
• Garshol, Lenka & Erdmann, Susan Lynn (2024). Reflektert bruk av digitale verktøy. Lærerstudentenes tanker. In Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Ed.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. p. 145–168. Full text in Research Archive
• Garshol, Lenka (2019). Input vs. intake in formative assessment and explicit grammar teaching Do the students understand what we are talking about? Nordic Journal of Modern Language Methodology (NJMLM). 7(1), p. 67–83. doi: 10.46364/njmlm.v7i1.529. Full text in Research Archive
• Garshol, Lenka (2019). We agreed to disagree: Agreement in L2 English written by young Norwegian learners. In Abel, Andrea; Glaznieks, Aivars; Lyding, Verena & Nicolas, Lionel (Ed.), Widening the Scope of Learner Corpus Research Selected Papers from the Fourth Learner Corpus Research Conference. Presses universitaires de Louvain. ISSN 9782875588685. p. 237–252. Full text in Research Archive Show summary

  This paper investigates subject-verb agreement errors in a written L2 English corpus produced by young Norwegian learners. Agreement errors are divided into suppletive and affixal errors depending on the type of finite verb involved (BE or other). The affixal errors are further divided based on the type of subject involved. The analysis shows that young Norwegian learners of English both overproduce the 3rd person singular marker -s and produce incorrect suppletive agreement. It is argued that based on superficial similarity between the L1 and L2, the Norwegian learners might have misanalysed their English input creating an incorrect analogy with their L1.

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• Garshol, Lenka & Surkalovic, Dragana (2026). Language structure didactics: Old-fashioned or modern? Grammar teaching in foreign languages in Norwegian primary and secondary schools. doi: https:/www.ds.uzh.ch/de/tagungen/lidi2026.html. Full text in Research Archive
• Klockmann, Heidi Elizabeth & Garshol, Lenka (2025). Grammaticalizing from N to Q in Polish and Slovak pseudopartitives: A corpus-based study of case marking patterns. Full text in Research Archive
• Klockmann, Heidi Elizabeth & Garshol, Lenka (2025). From head noun to quantifier in English, Slovak, and Polish pseudopartitives. Full text in Research Archive
• Garshol, Lenka & Erdmann, Susan Lynn (2025). Den store stygge skjermen. In Palmgren, Elisabeth & Waterhouse, Torgeir (Ed.), Logg på! Debatten vi skylder våre barn og unge å ta på alvor. Bonnier. ISSN 9788234725104. 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
• Erdmann, Susan Lynn; Klævik-Pettersen, Espen Johan; Garshol, Lenka; Hasund, Ingrid Kristine & Päplow, Thorsten Manfred (2024). Editorial. Nordic Journal of Language Teaching and Learning (NJLTL). 12(1). doi: 10.46364/njltl.v12i1.1449. Full text in Research Archive
• Klockmann, Heidi Elizabeth & Garshol, Lenka (2024). The role of grammaticalization in pseudopartitive agreement paradoxes. 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
• Erdmann, Susan Lynn; Garshol, Lenka; Päplow, Thorsten Manfred & Olsbu, Inger (2023). Editorial: Vol. 11, No. 2. Nordic Journal of Language Teaching and Learning (NJLTL). 11(2), p. i–ii. doi: 10.46364/njltl.v11i2.1347. Full text in Research Archive
• Garshol, Lenka & Erdmann, Susan Lynn (2023). Teaching Rehearsals in English Subject Didactics Courses in GLU. Full text in Research Archive
• Kostøl, Elin Marie Frivold; Matre, Marianne Engen; Schønberg, Hilde Wallerud; Øgård, Monika; Lund, Ingrid & Haldammen, Eva Nordby [Show all 32 contributors for this article] (2023). Stopp nedbemanningen i skolen. Full text in Research Archive
• Klockmann, Heidi Elizabeth & Garshol, Lenka (2023). Agreement errors in Norwegian L1, English L2 pseudopartitives. Full text in Research Archive
• Føreland, Line Reichelt & Garshol, Lenka (2023). Å spille seg til kunnskap om bærekraftig utvikling i språkfag. 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
• Garshol, Lenka & Erdmann, Susan Lynn (2022). The use of digital tools in early instructed language learning. Full text in Research Archive
• Garshol, Lenka (2022). Learning games as tools for learning and assessment in higher education. Full text in Research Archive
• Garshol, Lenka (2022). Learning games as tools for learning and assessment in higher education. Full text in Research Archive
• Garshol, Lenka (2022). Developmental trajectories of subject-verb agreement errors in English written by Norwegian learners. Full text in Research Archive
• Garshol, Lenka & Aanensen, Mariette (2021). Overordnet del av lærerplanen i engelsk. Nordic Journal of Language Teaching and Learning (NJLTL). 9(1), p. 28–35. 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
• Garshol, Lenka (2017). We agreed to disagree: Agreement patterns in learner English. Full text in Research Archive
• Garshol, Lenka & Haumann, Dagmar (2019). I just doesn’t know : Agreement Errors in English Texts by Norwegian L2 Learners: Causes and Remedies. Universitetet i Agder. ISSN 9788271179212. Full text in Research Archive
• Garshol, Lenka & Haumann, Dagmar (2013). The acquisition of verb movement in first language acquisition : comparison of english and norwegian. Universitetet i Agder. Full text in Research Archive Show summary

  In the previous sections I compared the findings of researchers studying several different child languages. One language, child English, does not provide compelling evidence of the presence of the functional layers during the early multi-word stage (1;6-2;0). Other languages, child French and German, provide strong evidence of the presence of one functional layer above the VP but no (child French) or only ambiguous tendencies regarding the presence of the second functional layer above the VP (child German). The third group of languages, child Swedish and child Norwegian, seem to show compelling evidence of the 71 presence of two functional layers above the VP from the first emergence of the relevant structures. Based on the cross-linguistic evidence and considering possible combinations of the above discussed languages in a case of bilingual first language acquisition, I suggested that the approaches assuming the presence of all functional categories and early parameter setting can provide better theoretical base for general claims about the linguistic abilities of very young children, than the approaches assuming a gradual maturation of functional categories. Furthermore, I argued for Westergaard‟s micro-cues approach, which describes the acquisition process as an interaction of UG and input, providing thus a possible explanation for the fact that different child languages show evidence of the presence of functional layers at different stages of development.

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