Nuranindia Endah Arum

• Arum, Nuranindia Endah (2024). “Only this time in English”: Local language learning investment of multilingual migrant engineers. Apples - Journal of Applied Language Studies. 18(1), s. 45–66. doi: 10.47862/apples.127147. Fulltekst i vitenarkiv Vis sammendrag

  While English is widely used as the working language in multinational companies, local languages still play an important role in the workplace. This puts international employees in a difficult position, as they face pressure to become competent in the local language in addition to being proficient in English. This paper aims to shed light on the language learning experience of migrant engineers in Norway by exploring their investment (Darvin & Norton, 2015) in learning Norwegian and its interplay with their language learning trajectories. The analysis of the participants’ autobiographic narrative accounts (Pavlenko, 2007) shows that different workspaces lead to different ideologies at play and a shifting value of linguistic capital over time. The reported language practices in the workplace devalue the participants’ English language capital and create pressure for them to use Norwegian for work. Despite the participants’ investment in learning the local language(s), it does not always translate to a sense of belonging and career progression due to ideologies that marginalize these migrant employees, such as raciolinguistic ideologies (Alim et al., 2016). This study provides new insights into the lived experience of highly skilled professionals as learners of languages other than English in multinational companies.

• Arum, Nuranindia Endah (2024). Adult migrants’ Norwegian language learning investment strategies in the workplace. AILA Review. ISSN 1461-0213. doi: 10.1075/aila.24032.aru. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2024). Language learning space and legitimation of adult second language speakers in the workplace. International Journal of Multilingualism. ISSN 1479-0718. doi: 10.1080/14790718.2024.2398598. Fulltekst i vitenarkiv Vis sammendrag

  This paper explores space in relation to the (il)legitimacy of migrants as second language learners and speakers. Migrants learn the host country’s language(s) in multiple settings, both in language classrooms and beyond in various institutional and non-institutional settings. The workplace is a crucial setting for many migrant language learners. Applying the concept of positioning (Bamberg [1997]. Positioning between structure and performance. Journal of Narrative and Life History, 7(1–4), 335–342. https://doi.org/10.1075/jnlh.7.42pos; Bamberg & Georgakopoulou [2008]. Small stories as a new perspective in narrative and identity analysis. Text & Talk, 28(3), 377–396. https://doi.org/10.1515/TEXT.2008.018) to focus group discussions with four female highly educated migrants from Indonesia who recently came to Norway, the present paper explores the meanings and roles of space and place in the legitimacy of Norwegian language learners. As part of the focus group discussions, a city map was used to elicit the participants’ narratives. The findings illustrate that legitimacy as language learners and speakers is constantly negotiated and renegotiated in various learning spaces. Different spaces may be associated with different language ideologies shaping the power structures that affect how learners can be perceived as legitimate or illegitimate speakers. This study contributes new insights into the role of spaces in language learning and legitimisation of second language speakers, in particular, adult learners in a non-English-speaking country.

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• Arum, Nuranindia Endah (2025). The Power of Voice in Transforming Multilingual Societies. Julia Gspandl, Christina Korb, Angelika Heiling, and Elizabeth J. Erling (Eds.) (2023). Sociolinguistic Studies. ISSN 1750-8649. 19(3-4), s. 519–524. doi: 10.3138/ss-19-3-4-br-0003. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2025). Are Norwegian migration policies equitable? Examining language and employment pathways for non-EU migrant women. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2024). Navigating language learning and employment: Insights from highly educated Indonesian migrants in Norway. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2023). Structure and agency in the narratives of adult migrants' language learning strategies: perspectives from Norway. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2023). Space and legitimation of adult migrant second language speakers. Fulltekst i vitenarkiv
• Opsahl, Toril; Svennevig, Jan; Urbanik, Pawel Kazimierz; Goncalves, Kellie; Pájaro, Verónica & Arum, Nuranindia Endah (2023). Multilingualism in the workplace. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2022). Migration, language learning, and professional trajectories of highly educated Indonesian migrants in Norway. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2022). Recent migrants’ professional and social inclusion during the pandemic: opportunities and constraints for language learning. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah & Korne, Haley De (2022). Language Policy and Language Learning in the Multilingual Workplace. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2022). Negotiating spaces of legitimacy as language learners in migrants' narrative. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2021). "Only this time in English": Lived language learning experience of Indonesian engineers in Norwegian multinational oil companies. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2021). Migrant engineers’ narratives on local language(s) learning investment in Norway. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2021). Lived language learning experience of an Indonesian engineer in a Norwegian multinational oil company: Work in progress and first findings. Fulltekst i vitenarkiv
• Arum, Nuranindia Endah (2024). Language learning, migration, and professional trajectories. Experiences of highly educated Indonesians in Norway. Universitetet i Oslo. Fulltekst i vitenarkiv Vis sammendrag

  This thesis investigates Norwegian language learning experiences and professional trajectories of highly educated Indonesians in Norway. Drawing on both sociolinguistic and second language acquisition theories, it examines language learning, employment, and social inclusion of both longterm and newly arrived migrants from different perspectives. The study is based on data collected through multiple methods: an online questionnaire, semi-structured interviews, language diaries, focus group discussions, and language-related immigration policies. The main analytical lens employed is narrative analysis in a broad sense. The study illuminates the complex interplay of language ideologies, identity, capital, learners’ positioning, and language policy across time and space in the opportunities and challenges related to language learning and professional inclusion. The participants in this study interpret their workplace as a language learning space in different ways. Different workspaces result in different ideologies at play and a changing value of linguistic capital over time. However, investing in learning Norwegian does not always result in professional advancement and a sense of belonging due to ideologies that continue to marginalize and delegitimize migrant learners, such as raciolinguistic ideologies. Additionally, language policies at both national and local (i.e., the workplace) levels play an important role in these migrants’ experiences. This thesis contributes to the broader literature on second language learning and migration by illuminating the lived experience of adult second language learners in a non-English-dominant country. This study provides empirical knowledge regarding highly educated Indonesian migrants’ experiences in learning Norwegian and navigating the local job market. The thesis also sheds light on how equal access to language learning and employment resources and opportunities is crucial to supporting migrants’ integration into society. The findings from this study may help workplaces, policymakers, and other key stakeholders to ensure equality and inclusiveness for all migrants.

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