PA VEI Tekstbok Paperback – Browse our editors' picks for the best books of the month in fiction, nonfiction, mysteries, children's books, and much more. Pa Vei Arbeidsbok (Norwegian Workbook). Pa vei [elisabeth-ellingsen-kirsti-mac-donald] on osakeya.info *FREE* shipping on qualifying offers. Rare book. På vei. Tekstbok book. Read 4 reviews from the world's largest community for readers. På vei er et begynnerverk i norsk og kommer nå i revidert utgave. D.
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På Vei - Basic Norwegian Textbook. This is the most common textbook in Norwegian schools when teaching basic Norwegian to immigrants. Such as. Hello Everyone! I'm looking for a book called på vei, the English version of the book. I have found the polish and Russian version of the book. På Vei Textbook. To help me in words I often forget. Welcome to Memrise! Join millions of people who are already learning for free on Memrise! It's fast, it's fun.
The first larger group of immigrants from non-Scandinavian countries arrived to Norway in the beginning of s1. The immigrants were mostly temporary industrial labor-seekers from Pakistan, India, Turkey, and Morocco and were not expected to take up permanent residence in Norway Tjelmeland et al. According to the data collected by Statistics Norway, by the end of s the total number of immigrants and Norwegian-born to immigrant parents was around As of January , around persons residing in Norway are either immigrants or born in Norway to two immigrant parents These two groups have a background from different countries and independent regions.
The agreement establishes that the right to freely take up employment and settle in another Nordic country is a fundamental right for nationals of the Nordic countries Denmark, Finland, Iceland, Norway and Sweden.
As a result of this agreement and other bonds between the countries, citizens of one Nordic country are only formally considered as immigrants in another. Immigrants account for Today, the two biggest immigrant groups come from Poland and Lithuania. Diversification of the Norwegian population, along with historical reconfigurations of the welfare state, influenced the national policies regarding immigrant acculturation. Acquiring language and intercultural skills is no longer seen primarily as a means and measure of equality.
Civic participation has a pragmatic purpose as well. The Norwegian national curriculum also includes a separate curriculum concerning 50 hours of social studies in a language that the student can understand, and thus not necessarily Norwegian. Rather than summarizing the content of these thematic areas, we shall analyze how the textbook presents and discusses the abundance of cultural references classified into the named topics, or themes.
In doing so, we shall concentrate on a limited number of the aspects of Norwegian culture which the textbook assumes to be new, interesting, or worth discussing with the learners.
The learner is, of course, in the center of these cultural meetings. Kramsch, for example, argues that while they are expected to serve a fundamentally intercultural educational goal, textbooks are used in an essentially monocultural educational frame Local culture of the learners may dominate the textbook especially in the case of FL textbooks, which are targeting one linguistic community.
As a consequence, English language textbooks in China often project particular images of the Chinese culture rather than engaging with the cultures from the English-speaking world Lui As indicated previously, immigrants come to Norway from many parts of the world and have different needs, attitudes, backgrounds and resources when starting to learn Norwegian, one of the two official languages of their new country of residence.
With age, and the ability to read and write as the least common denominators of the target user, the content and method applied in the book needed to be specifically adapted. The authors had a challenging task to make learners with diverse competencies, levels of education and characteristics equally comfortable and stimulated to learn.
Another trait shared by the intended users of the textbook is their assumed first-hand experience with the Norwegian language and society.
The texts are written in everyday language, and consist of many dialogues and suggested ideas for further discussions in the class. New information concerning grammar, vocabulary and pronunciation is presented in boxes on the sides of the text. Boxes with specific content are distinctly colored. Literary texts are introduced in the same manner.
The book has one volume and is the first part of the three-course program for learning Norwegian by the same authors. After the first 8 chapters, the learner is expected to reach the A1-level of language proficiency. Language activities in the first half of the book are predominantly contextualized within the personal domains of language use.
The topics from the personal domain gradually give way to the public, occupational and educational domains, which are favored in the second part of the book. Each chapter has a title summarizing the thematic category in its focus, which can be linked to the seven topics from the adjoining social-studies curriculum. Original literary texts are introduced in chapter 4 and appear in almost every subsequent chapter of the A1 part of the book.
In the second part of the book, literary texts give way to other authentic examples of the language in use. Graphs and charts appear first in the second half of the book. The textbook is illustrated with a combination of drawings and photographs. The choice of visual representations is tied to the subject-matter illustrations seek to visualize. When seeking to clearly present, or practice a lexical or grammatical unit, the textbook favors drawings. Questions and tasks appear in special boxes.
These invite students to either give individual oral answers or engage in group discussions.
The authors of CEFR point out that the learner of a second language and culture, here: Norwegian, does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old.
For instance, the textbook is not presenting a superficial, simplified or monolithic image of the Norwegian society and its culture. Second, instead of stressing factual information about Norwegian cultural practices, the textbook addresses the questions that might not yet be formulated in the minds of the learners who became exposed to a culture different than their own.
The distinction between these two abilities can sometimes be detected in the textbook. Family Bugge Dahl has a cat and two small children: Emma and Jonas. It ends as the family reunites in the evening. The first dialogue in the chapter reveals that their mornings are hectic. Things get misplaced as the family rushes to leave from home.
When finally at the door, the parents realize that their one-year old son Jonas is also nowhere to be found. The chapter clearly focuses on the expansion of vocabulary related to family, home and food, as well as on the practice of prepositions of place. The learner is, thus, offered to assume the privileged position of a detective.
She is invited to help the family solve the mystery of the missing boy and the comb, and explain to her class what really happened with the two. Now the word is repeated and defined in more detail. Figure 1 — Textbook example 1 Sofija Christensen Figure 1 shows a Norwegian lunch pack as it is characteristically made. All of the arranged food items are commonly consumed for breakfast in a Norwegian home, and the empty chair in the background metaphorically invites the learner to consider herself sitting at this table.
The products in the picture are in their recognizable Norwegian packaging, and as a whole, the table looks like a representative table set for a Norwegian family breakfast. The learner is presented with a realistic portrayal of a segment of Norwegian cultural practices, and is invited to compare those practices to her own. However, the book allows her now to experience these groceries in a realistic Norwegian setting. She is exposed to a picture of what is appropriate to eat in Norway and what a sandwich from a packed lunch might look like, and is given the opportunity to engage, or think critically about preparing lunch as a cultural practice.
If she were to invite a Norwegian person for breakfast, what would he expect to eat? Or, in the unlikely event of a Norwegian person offering to share his packed lunch with her, what could she expect to eat?
A dialogue with the learner is also promoted by questions in the activity box above the photograph in Figure 2. The activity box offers several topics for oral discussion and an abundance of food-related words, equaling the abundance of food on the table.
The picture and the selected nouns aim at inspiring the learner to engage in a discussion of her breakfast habits with the other students in the class, but, implicitly, with the textbook as well. The learner might not recognize it as part of her cultural practice to eat sardines for breakfast, or a piece of bread with one slice of cucumber on it, which a Norwegian sandwich often consists of.
The promoted discussion can also contribute to a better understanding of other aspects of the Norwegian culture, some of which appear later in the textbook: in the song on page 54 or in the texts from chapter 5. According to Dysthe, these questions are the ones that do not ask for a reproduction of information that can be found in the textbook. The answer to these questions is not given in advance.
Questions or tasks that the students are invited to respond to are not the only dialogic resources in the textbook which help develop intercultural competences and skills of the learners. Namely, texts often implicitly promote an exchange, or interaction with the learner. The aim of the chapter is to build up the confidence of the learner when talking about traditions and festivities, or when discussing her outlook on life and her beliefs.
The book renders a conversation between a guest and her hosts. The guest is Haifa, and she has been invited for dinner by her Norwegian friend Torunn and her husband Per. It is around Christmas, and Per has prepared traditional Norwegian Christmas dishes. Her character was introduced in the first chapter when a fictive Norwegian-learning class is presented.
She is a young girl from Iraq, and the book loosely follows herself and her fictive classmates through several chapters. She is Muslim, but this is not explicitly mentioned in the dialogue in Figure 3. The dialogue in Figure 3 may seem somewhat unnatural. The replicas exchanged by the interlocutors condense a considerable number of politeness phrases exchanged during a friendly visit and a meal. The learner is introduced to ways of thanking for an invitation and the gifts, she is given the vocabulary needed to adequately and appropriately praise the food, and kindly offer, refuse or ask for more food.
The learner will likely identify with the character of Haifa who visits a Norwegian family and needs to clarify the ingredients of different dishes. Norwegian traditional Christmas food is explained to her alternatively by Torunn and Per, who prepared the food. This is supported by Liddicoat and Scarino , who note that where textbooks do present the culture of the target community […], they present a static view of the culture in a body of factual knowledge about a country, and this is done uncritically and with limited engagement between the learner and the culture being presented for learning Liddicoat and Scarino , This difference in customs is explained by the cultural differences between the geographical regions the two are originally from.
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Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Showing Rating details. More filters. Sort order. Aug 06, Olia rated it liked it Shelves: Went through this book on my beginner's course in Norwegian. Overall not bad, has all the necessary things you should pick up on as a beginner. However, I feel that some of the texts and their corresponding exercises were not following a linear difficulty level climb, which would make things less motivating through sheer boredom coming from a lack of a challenge.
I definitely feel like things could have been condensed further, or otherwise the course completed in a shorter span of time. Aug 11, Mystereity Reviews rated it liked it. This was a good text to refresh my rudimentary knowledge of Norwegian. I would say that this may be adequate to introduce someone to the language as a self-study text, but it would only teach a little vocab and reading comprehension.
Jul 23, Hidson rated it it was amazing. A great Norwegian textbook, both in terms of layout and content. The book is very well-structured and provides you with all the necessary vocabulary and cultural information to proceed on your Norwegian studies. Oct 01, Karin Gutenbrunner added it. John Warner rated it it was amazing Sep 09, Alina Szilagyi rated it it was amazing Mar 10, Joanna Slavova rated it it was amazing Mar 15, Vanessa rated it it was amazing Sep 22, Fadel Hasso rated it it was amazing Jun 21, Fernanda Novarino rated it really liked it Sep 27, Suhasini N rated it really liked it Jul 01, Carlo rated it really liked it Jun 25, Shoeb rated it really liked it Feb 07, Jenny rated it really liked it May 09, Morteza Sefidrouh rated it it was amazing Sep 14, Jordan Bedford rated it it was amazing Sep 21, Diana Orel rated it it was amazing Mar 16, Meikoningin rated it it was amazing Apr 25, Snex rated it it was amazing Sep 24, Sven rated it it was amazing Sep 16,