My research interests are connected to English didactics and, more specifically, teacher education and classroom teaching practices. I am currently researching Norwegian-speaking students' knowledge, conception, and use of academic English vocabulary. Students in Norway are often proficient in conversational English. However, there are signs that many lack the knowledge of academic vocabulary needed for academic discourse. Therefore, I have investigated written receptive knowledge of academic vocabulary among upper secondary and tertiary students (see Skjelde & Coxhead, 2020). I have also examined tertiary students' conceptualization of academic vocabulary to provide insight into how we can best help support their acquisition of this lexis. Another central part of my research has been examining students' knowledge and use of Graeco-Latin cognates that are abundant in academic English (Skjelde, 2022). 

ENGDI100-p - Course instructor

ENGMAU644 - Course instructor

ENGAMU643 - 

ENGDI101 - Diverse lectures  

DIDAENG1 - Diverse lectures

 

  

 

 

Conference lecture

• Nicole Louise Busby; Kimberly Marie Skjelde (2026). Teaching academic English in Norwegian upper secondary schools: Teacher perspectives and practices. (external link)
• Nicole Louise Busby; Kimberly Marie Skjelde (2025). Engelsklærers forståelse av akademisk språk: Viktigheten av hva som undervises. (external link)
• Kimberly Marie Skjelde (2019). Academic Vocabulary in English: An examination of cognate translations. (external link)
• Kimberly Marie Skjelde (2023). Graeco-Latin cognates in general academic vocabulary. (external link)

Conference poster

• Nicole Louise Busby; Kimberly Marie Skjelde (2026). Experiences from integrating research and teaching: Student responses to a mini class research project. (external link)
• Kimberly Marie Skjelde; Torill Irene Hestetræet (2016). Understanding Vocabulary Demands in Factual Textbook Texts. (external link)
• Kimberly Marie Skjelde (2017). Implicit Acquisition of General Acedemic Vocabulary?. (external link)
• Kimberly Marie Skjelde; Nicole Louise Busby (2025). Opportunities for acquisition of academic English among Norwegian upper secondary students. (external link)

Academic article

• Kimberly Skjelde; Averil Coxhead (2020). Mind the gap: Academic vocabulary knowledge as a predictor of English grades. (external link)
• Kimberly Marie Skjelde (2022). Exploring L2 English students' knowledge and conceptions of academic vocabulary. (external link)
• Kimberly Marie Skjelde (2023). Exploring L2 English Proficiency and Translation of Academic English Vocabulary. (external link)

Lecture

• Kimberly Marie Skjelde (2022). Academic language in L2 English classrooms. (external link)
• Kimberly Marie Skjelde (2022). Elevaktivitet. (external link)
• Kimberly Marie Skjelde (2024). Cognate Translation in Language Acquisition. (external link)
• Kimberly Marie Skjelde (2023). Vocabulary Knowledge: What? Why? How?. (external link)
• Kimberly Marie Skjelde (2023). Graeco-Latin Cognates in Academic Discourse - The Case of Norwegian and English. (external link)

Doctoral thesis (PhD)

• Kimberly Marie Skjelde (2024). Academic Vocabulary in L2 English Education: Exploring Norwegian-speaking students' knowledge, awareness, and conceptions. (external link)

See a complete overview of publications in NVA.

The research conducted for my PhD dissertation explores upper secondary and tertiary students' knowledge, conception and use of academic vocabulary in English (Skjelde, 2024). 

Mastergrad:

Hovedveileder for Aurora Ellingson Drangevåg (2025), Tobias Solberg Stave (2025), Yvonne Kongsvik Eilertsen (2025), Filip Thorvaldsen (2024), Bendik Vik (2024), Ingebjørg Su Jin Diaz (2024), Aurora Bergane (2023), Lisbeth Væhle Balchen (2023), Runa Stenseide (2022), Per Olsen (2022), Anna Krumsvik (2020), Kåre Vignes (2020), Malin Sandsmark (2019), Simen Mæland Tøllefsen (2019)