Rebecca Charboneau Stuvland?s current research interests include reading development and instruction in young EFL learners, use of digital technology in teaching in teacher education, Lesson study in teacher education for pre-service and in-service teachers, interlanguage pragmatic development in young EFL learners, and pragmatics instruction in EFL contexts. Although varying interests, these all converge with a focus on developing knowledge about young language learners and about teaching methods which can support language development. Language development and communication are important in the development of democracy and citizenship.
Films in foreign language teacher education - (2017-present)
I received a grant to conduct research on use of videos created of classroom language instruction in Norwegian primary schools to support the students in partial distance courses in teacher education at the University of Stavanger. This project looks into ways to create interactive teaching opportunities outside of class time using films to illustrate teaching concepts and methods. The films were developed in collaboration with a local primary school and Nettop at the University of Stavanger showing English teaching sessions in grades 1-3 and 7.
EFL pragmatics with young learners - January 2018-present
The project aims to explore the development of requests and apologies in Norwegian primary school EFL learners through a cross-sectional study of 3rd, 5th and 7th graders. It focuses on the learners? metapragmatic awareness of English requestive and apology behaviour, as well as the pragmalinguistic features of learner apologies. An equally important aim is to investigate the effectiveness of participatory data collection techniques and the tableaux as methods to elicit (meta)pragmatic data from young EFL learners.
Lesson study - 2011- present
Lesson study is a classroom-based research method used in our teacher education courses at UiS. My current research on Lesson study aims to discover more about teachers? reflections through their discussions following the teaching of the lesson study lesson (kenkyuu kyougikai), and whether the teachers? ability to notice and reflect changed depending on the format required for the recording of these discussions (audio logs versus written reflections). Additionally, research questions look at their experience with audio logs and feedback to these audio logs to help them progress in their lesson study cycle.
Teacher planning and research - 2019
This project will identify how student teachers? develop capacity for planning as professional learning in teacher education and when entering the profession as newly qualified teachers. It seeks to find out how teacher educators on campus teach planning across subjects, what student teachers learn about planning and how are their capacities for planning developed, and what happens when student teachers transfer into schools as newly qualified teachers, namely how is their capacity to plan for learning influenced by school practices.
English reading in primary school -
My doctoral study was on the use of different reading approaches to English in grades 4 and 5. It focused on different materials, teaching practices, and teachers? perceptions of reading instruction. There is a need for more focus on reading skills, purpose of reading, and strategies within EFL reading instruction. This includes helping raise students? and teachers? awareness of transferring reading skills from Norwegian to English. Based on my doctoral research, the focus on transfer of reading skills will be the focus of new research from 2019.
Associate professor, Kompetanse for kvalitet, English 1 and English 2 - University of Stavanger August 2016?present
University lecturer; Kompetanse for kvalitet, English 1 and English 2 - University of Stavanger September 2012?July 2016
Part-time University lecturer - The Norwegian Reading Centre; University of Stavanger January 2013?December 2014
Doctorate Research Fellow - University of Stavanger September 2009?September 2016
Research networks and programs
Democracy and Citizenship, UiS January 2019 - present
Utvikle Undervisningspraksis, UiS January 2019 - present
Læreres profesjonsutvikling, UiS January 2016 - December 2018
Lærernes Undervisningskunnskap (LUK), UiS Autumn 2011-2015
Young Language Learners Research Network Autumn 2009- present
- Coordinator and leadership committee
TASS (Teachers as Students) research project - University of Stavanger January 2012 - October 2015
- Stuvland, Rebecca Anne Charboneau (2019). Capturing other perspectives : Lesson artefacts, pupil voice and participatory potential in ITE lesson study. I: Lesson study in initial teacher education : Principles and practices. Emerald Group Publishing Limited. ISBN 9781787567986. s. 89-103.
- Stuvland, Rebecca Anne Charboneau (2019). PhD revisited: Approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools. I: English didactics in Norway - 30 years of doctoral research. Universitetsforlaget. ISBN 978-82-15-03074-6.
- Stuvland, Rebecca Anne Charboneau (2018). A comparison of teachers` perceptions of English reading instruction and best practice in Norwegian primary schools using different reading approaches. I: Teaching Languages and Cultures: Developing Competencies, Re-thinking Practices. Cambridge Scholars Publishing. ISBN 978-1-5275-0893-4. s. 141-160.
- Charboneau, Rebecca Anne (2013). The conventional versus the innovative: Comparing two approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools. I: Proceedings of FoU i praksis 2012 : conference proceedings. Trondheim, 23. og 24. april 2012. Akademika forlag. ISBN 978-82-321-0086-6. s. 53-61.
- Charboneau, Rebecca Anne (2012). Approaches and practices relating to the teaching of EFL reading at the Norwegian primary level / Rebecca Charboneau. I: The young language learner : research-based insights into teaching and learning. Fagbokforlaget. ISBN 978-82-450-1197-5. s. 51-69.
- Charboneau, Rebecca Anne (2016). Approaches to English as a Foreign Language (EFL) Reading Instruction in Norwegian Primary Schools. Universitetet i Stavanger. ISBN 978-82-7644-660-9. 518 s.
- Stuvland, Rebecca Anne Charboneau (2020). Begynneropplæring i engelsk - Early Primary English in Norwegian schools. Høgskolen i Vestlandet; 2020-01-30 - 2020-01-31.
- Stuvland, Rebecca Anne Charboneau (2019). The effect of different group reflection formats during the lesson study process. WALS; 2019-09-03 - 2019-09-05.
- Stuvland, Rebecca Anne Charboneau (2019). link textbook: The challenges of working with democracy and citizenship in early EFL instruction. DEMCI, University of Stavanger; 2019-11-25 - 2019-11-26.
- Normand, Silje Henriette A; Stuvland, Rebecca Anne Charboneau (2018). "I'm a bit sorry": Pragmatic features and metapragmatic awareness of apologies produced by Norwegian primary school EFL learners through drama tableaux. University of Padua; 2018-07-25 - 2018-07-27.
- Stuvland, Rebecca Anne Charboneau (2018). Early reading in English – building bridges between first language and second language reading skills. Nasjonal konferanse om Lesing, Lesesenteret; 2018-03-19 - 2018-03-20.
- Stuvland, Rebecca Anne Charboneau (2018). The teachers’ unguided journey: Promoting the role of the mentor despite contextual challenges during Lesson study cycles in a partial-distance learning in-service course. World Association of Lesson Study 2018; 2018-11-23 - 2018-11-26.
- Stuvland, Rebecca Anne Charboneau; Normand, Silje Henriette Amalia (2018). 'Uh Oh!' Norwegian primary school EFL learners’ metapragmatic awareness in the evaluation of self-produced apology statements.. University of Niš, Faculty of Philosophy; 2018-10-26 - 2018-10-27.
- Stuvland, Rebecca Anne Charboneau (2017). Approaches to English reading instruction in primary schools in Norway. Universitetet i Stavanger; 2017-02-08.
- Stuvland, Rebecca Anne Charboneau (2017). The voice of the teacher: teacher-student interaction during primary EFL Reading instruction.. Association for Teacher Education in Europe (ATEE); 2017-10-23 - 2017-10-25.
- Stuvland, Rebecca Anne Charboneau (2016). Teachers' perceptions of their English as a Foreign Language (EFL) Reading instruction and best practice in Norwegian primary schools. University of Nis; 2016-11-11 - 2016-11-12.
- Charboneau, Rebecca Anne (2015). Promoting teacher development through the use of Lesson study in an in-service course for teachers. 2015-05-27 - 2015-05-29.
- Charboneau, Rebecca Anne (2014). Comparing Three Approaches to English as a Foreign Language (EFL) Reading Instruction in Norwegian Primary Schools. 2014-12-08 - 2014-12-09.
- Charboneau, Rebecca Anne (2014). Text complexity and differentiation of EFL reading texts: Analyzing texts used in Norwegian primary schools using the text analysis tool, Coh-Metrix. Umeå University; 2014-06-12 - 2014-06-14.
- Charboneau, Rebecca Anne; Larssen, Deborah (2013). Student teachers of English as a foreign language: The balance between the development of general pedagogical knowledge to pedagogical content knowledge and pupils’ learning. University of Gothenburg; 2013-09-06 - 2013-09-09.
- Larssen, Deborah; Charboneau, Rebecca Anne; Drew, Ion (2013). What is the subject ‘English’ as represented in dialogues between student teachers and their teaching practice mentors?. NTNU; 2013-05-29 - 2013-05-31.
- Charboneau, Rebecca Anne (2012). The conventional versus the innovative: two approaches to English as a foreign language (EFL) reading instruction in Norwegian primary school. 2012-04-23 - 2012-04-24.
- Charboneau, Rebecca Anne (2012). Three approaches to English as a foreign language (EFL) reading instruction in Norwegian primary schools. Uppsala Universitet; 2012-06-19.
- Charboneau, Rebecca Anne (2012). Using the Early Years Literacy Programme in an EFL context: A case study of a Norwegian primary school. Conference of the Association of Teachers of English in Icel; 2012-06-07 - 2012-06-09.
- Stuvland, Rebecca Anne Charboneau (2019). Film in English teacher education. Universitetet i Stavanger.