Pia Lane

• Juuso, J., & Lane, P. (2025). Taking my language back: Complex tensions and Indigenous-based pedagogical approaches for language reclamation. In Bagga-Gupta, S. (ed.). The Palgrave Handbook of Decolonising the Educational and Language Sciences (pp. 945-973). Cham: Springer
• Lane, Pia 2023. From Silence to Silencing? Contradictions and Tensions in Language Revitalization, Applied Linguistics, 2023;, amac075
• Lane, Pia 2023. The South in the North: decolonisation and decolonisation of the mind. In: Deumert, A. and Makoni, S. (eds). From Southern Theory to Decolonizing Sociolinguistics – Voices, Questions and Alternatives. Multilingual Matters.
• and Makoni, S. (eds). From Southern Theory to Decolonizing Sociolinguistics – Voices, Questions and Alternatives. Multilingual Matters.
• Lane, Pia; Costa, James and De Korne, Haley. 2017. Standardizing Minority Languages​​​Competing Ideologies of Authority and Authenticity in the Global Periphery Routledge
• Lane, Pia and Makihara, Miki 2017. Indigenous peoples and their languages. In: García, Flores and Spotti (Eds.). Oxford Handbook of Language and Society, Oxford University Press, 299-230
• Lane, Pia 2019. Nexus analysis and multilingualism. In Darquennes, J. Salmons, J.  & Vandenbussche, W.  (Eds.), Language Contact Volume 1 (pp. 573-587). Berlin, Boston: De Gruyter Mouton. https://doi.org/10.1515/9783110435351-047

• Juuso, Jane & Lane, Pia (2025). ‘Taking My Language Back’: Complex Tensions and Indigenous-Based Pedagogical Approaches for Language Reclamation. In Bagga-Gupta, Sangeeta (Eds.), The Palgrave Handbook of Decolonising the Educational and Language Sciences. Palgrave Macmillan. ISSN 9783031803215. p. 945–973. doi: 10.1007/978-3-031-80322-2_34. Full text in Research Archive Show summary

  Indigenous communities have globally faced a long-standing struggle of marginalisation, oppression, and silencing and suppression of their cultures. The implementation of assimilation policies, along with processes of modernisation, has contributed to language shift as adults no longer use Indigenous languages in communication with their children. While revitalisation may contribute to healing from marginalisation and oppressive policies, past hurts and injustices may resurface during language reclamation processes, leading to silencing of speakers. We look into these complexities and tensions and discuss why such experiences of silences may arise and how they can be overcome. To conquer such silences, there is a need for Indigenous-centred pedagogical approaches that support language reclamation. Based on insights from a community-based reclamation programme designed to help learners identify and overcome barriers to speaking, we underscore that if language revitalisation is to be successful, there is a need to recognise challenges speakers face and develop strategies to aid them in overcoming language barriers.

• Lane, Pia (2025). Voicing and staging Indigenous resilience: Ella Marie Hætta Isaksen's performance of the Sámi yoik Máze. Language & Communication. ISSN 0271-5309. 105, p. 172–180. doi: 10.1016/j.langcom.2025.09.009. Full text in Research Archive Show summary

  Across the world, Indigenous traditions have often been silenced. Norway implemented oppressive policies towards the Indigenous Sámi people, targeting their language and culture practices. Traditional Sámi singing yoik, was associated with Sámi religion and at times banned though retained as cultural and social memory. This article explores Sámi resistance and resilience in the face of European colonial oppression, focusing on the traditional practice of yoik as a means of cultural endurance and resilience. Through an analysis of Ella Marie Hætta Isaksen's performance of Máze - broadcasted by the Norwegian Broadcasting Corporation (NRK) - the article examines how yoik operates as a multifaceted communicative practice. Though suppressed, yoik still persisted as a vital expression of Sámi identity, memory, resistance and resilience. The performance of Máze is situated within broader historical contexts of colonial violence and Sámi protests, particularly in relation to the Alta Dam controversy as the village Máze, due to the construction of the dam, was supposed to be submerged. Through the interplay of voice, instrumentation, bodily posture, camera work, and stage design, Ella Marie's performance of Máze enacts a powerful reminder of colonial past, but also resilience and ongoing decolonial resistance. Yoiks such as Máze are songs of struggle historically and contemporary and have become a means to overcome historical silences, giving voice to all those who resisted silencing and showed resilience.

• Lane, Pia (2025). Translanguaging, language revitalisation and new speakers. Linguistic Approaches to Bilingualism. ISSN 1879-9264. 15(1), p. 77–81. doi: 10.1075/lab.24081.lan. Full text in Research Archive
• Lane, Pia (2025). The researcher's role in language policy processes – engagement and change. In Cutler, Cecelia; Røyneland, Unn & Vrzić, Zvjezdana (Ed.), Language Activism The Role of Scholars in Linguistic Reform and Social Change. Cambridge University Press. ISSN 9781108833165. p. 136–146. doi: 10.1017/9781108973168.010. Full text in Research Archive Show summary

  Ethnographic and discursive approaches have become more common in Language Policy research, focusing on social actors and how their actions are embedded in and shape social structures. Implementations of LP research have been addressed by problematising the notion of research as a neutral endeavour, a process spurred by the increasing focus on multilingualism and a criticism of Eurocentric worldviews.Researchers in the field of multilingualism are often motivated by a concern with social issues, but often this is accounted for in an implicit manner or not addressed at all. I present a nexus analysis (Scollon and Scollon 2004) to show how my engagement as a researcher and activist shaped the standardisation process of Kven (a Finnic minoritized language in Northern Norway) and discuss some of the dilemmas I faced, as there were tensions concerning the standardisation process (Lane 2014).All ethnographic research will lead to change, both on immediate and longer time scales. When engaging in standardisation processes, researchers shape both such processes and the outcomes. However, this is not a unidirectional process, as such engagement will also become a part of the historical body of the researcher. We shape the field, but we are also shaped by the field.

• Lane, Pia (2023). Language reclamation in the family: Breaking the cycle of silence. Journal of Multilingual Theories and Practices. ISSN 2632-4490. 4(2), p. 244–264. doi: 10.1558/jmtp.25997. Full text in Research Archive Show summary

  Oppressive policies have led to a devaluation of Indigenous cultural and linguistic practices, which in turn have contributed to disruption of language transmission in the family. In this article, I take a longitudinal perspective by first discussing the role of the family in language shift and then exploring how people who have learned Sámi (an Indigenous language in Norway) in the educational system decide to speak Sámi when they become parents. I draw on data from sociolinguistic interviews, fieldwork, interviews in the media, blogs and my own background from a coastal Sámi family. The goal of this article is to explore the motivations and experiences of Sámi parents who decide to speak Sámi with their children and to discuss how some of the challenges faced by these parents may be the result of silences brought about by our colonial past, in this case the domination of Norwegian. Language reclamation is a form of decolonization because agency resides with the speakers and because this may contribute to disrupting colonial heritage and heal hurts from the past.

• Lane, Pia (2023). From Silence to Silencing? Contradictions and Tensions in Language Revitalization. Applied Linguistics. ISSN 0142-6001. 44(5), p. 833–847. doi: 10.1093/applin/amac075. Full text in Research Archive
• Lane, Pia (2023). The South in the North: Colonization and Decolonization of the Mind. In Deumert, Ana & Makoni, Sinfree (Ed.), From Southern Theory to Decolonizing Sociolinguistics: Voices, Questions and Alternatives. Multilingual Matters. ISSN 9781788926553. doi: 10.21832/DEUMER6560. Full text in Research Archive
• Lane, Pia (2023). The role of the past in language revitalization. In Pavlenko, Aneta (Eds.), Multilingualism and History. Cambridge University Press. ISSN 9781009236256. p. 239–254. Full text in Research Archive
• Lane, Pia (2022). “It feels like now this is in our own language”: Religion, authenticity and belonging. In Lane, Pia; Kjelsvik, Bjørghild & Myhr, Annika Bøstein (Ed.), Negotiating Identities in Nordic Migrant Narratives: Crossing Borders and Telling Lives. Palgrave Macmillan. ISSN 9783030891084. Full text in Research Archive
• Kjelsvik, Bjørghild; Lane, Pia & Myhr, Annika Bøstein (2022). Interdisciplinary approaches to the study of spoken, written and material narratives. In Lane, Pia; Kjelsvik, Bjørghild & Myhr, Annika Bøstein (Ed.), Negotiating Identities in Nordic Migrant Narratives: Crossing Borders and Telling Lives. Palgrave Macmillan. ISSN 9783030891084. doi: 10.1007/978-3-030-89109-1_1. Full text in Research Archive Show summary

  The chapter presents the historical and theoretical foundation that unite the volume chapters. It briefly describes the historical backdrop that has motivated the volume and the research project from which it has emanated, with its particular focus on narratives of migration in the Nordic countries. The notion of ‘identity’ and the interconnectedness of individual and group identities is discussed, as well as the importance of culture to both aspects of identity. While the historical background, constructivist perspectives on identity, and postcolonial theory represent a common basis for all of the volume’s chapters, the differences in research materials—oral, written and material narratives—call for a clear, but inclusive definition of what a narrative is as well as for a discussion of the role of mediation and genres in shaping narratives of identity, and how we can study narratives of different media and through different discipline-specific, but combinable methods. The chapter also includes a more philosophical discussion of the narratability of identity.

• Lane, Pia; Hagen, Kristin; Nøklestad, Anders & Priestley, Joel (2022). Creating a corpus for Kven, a minority language in Norway. Nordlyd. ISSN 0332-7531. 46(1), p. 159–170. doi: 10.7557/12.6345. Full text in Research Archive Show summary

  Language documentation, including the development and use of corpora, is frequently linked to revitalisation. This is also the case for the Kven language, a Finnic minoritised language, traditionally spoken in the two northernmost counties of Norway. Kven is a recognised minority language in Norway, protected by the European Charter for Regional or Minority Languages. This status led to increased efforts to document Kven, including the development of the Ruija Corpus, consisting of recordings of interviews in Kven. The corpus was an important tool for the standardisation of Kven. In this article we describe how the corpus was developed and account for search functions, including a discussion of the limitations of the corpus. We also discuss the role of corpora and other online tools for language revitalisation, with a particular focus on the standardisation of Kven and conclude by reflecting on how expertise also resides with the speakers of an endangered language and that they have a right to be involved in efforts of language documentation and revitalisation.

• Rasmus, Sini & Lane, Pia (2021). New speakers of Sámi: From insecurity to pride. Linguistic Minorities in Europe Online (LME). doi: 10.1515/lme.12818309. Full text in Research Archive Show summary

  This article examines language reclamation and adult language learning processes from the individual perspective by focusing on experiences of language reclamation and emotions and reflections through this process. We draw on data from interviews with new speakers (O’Rourke 2015) of Sámi in two small Sea Sámi municipalities Gáivuotna and Unjárga in Northern Norway. They have acquired Sámi through immersion or bilingual educational programs, revitalization projects or as adult language learners. New speakers who reclaim an indigenous language often have to re-evaluate their own levels of linguistic competence and creatively (re)structure their social practices. For many new speakers, the process of taking their language back is characterised by a feeling of pride and investment, but also emotional challenges. The analysis of the material sheds light on their feelings, reflections and experiences of their trajectories of language learning and reclamation and shows how changes in language use may come about in conjunction with important life events, such as for instance becoming a parent or changing jobs. Further, our analysis shows that speakers develop strategies to help them progress from insecurity in the initial stages of language reclamation to a point where they feel safe and at home in their language.

• Lane, Pia & Wigglesworth, Gillian (2021). From “Civilising Missions” to Indigenous Language Reclamation: Language policy, language shift and maintenance in Australia and Norway. In Røyneland, Unn & Blackwood, Robert (Ed.), Multilingualism across the Lifespan. Routledge. ISSN 9781003125815. doi: 10.4324/9781003125815-9. Full text in Research Archive Show summary

  In this chapter, we compare processes of language shift in two contexts with a particular focus on language policy, educational policies and family language transmission. Many nation-states, particularly at the turn of the 19th century, set out on “civilising missions”, portraying indigenous populations as inferior and their languages as primitive (Lane and Makihara 2017). Educational systems were a major tool in these civilising projects, illustrated by the similarities between policies directed towards the Aboriginal and Torres Strait Islander peoples in Australia, and towards the Sámi population in Norway (Simpson and Wigglesworth 2008; Lund 2003). Assimilatory policies were the explicit goal of the authorities, with schools and education the key to these processes, thus playing an important role in achieving these goals. These negative representations and assimilation policies affected indigenous populations’ view of their languages and cultures and profoundly impacted on language transmission across generations. Parents often chose to speak only the national language only to their children, leading to extensive language shift. These separations from family also caused a disjuncture between the children’s lives in educational settings and their home environment, resulting in the sense of alienation and loss. In the present day, changes have taken place in the educational system and the role of indigenous languages within it and we discuss broadly language reclamation work that is happening in both countries and how this is impacting on the people.

• Lane, Pia (2019). Nexus Analysis and Multilingualism. In Darquennes, Jeroen; Salmons, Joseph C. & Vandenbussche, Wim (Ed.), Language Contact – An International Handbook. De Gruyter Mouton. ISSN 9783110433258. doi: 10.1515/9783110435351-047. Full text in Research Archive
• Lane, Pia & Makihara, Miki (2017). Indigenous peoples and their languages. In Garcia, Ofelia; Flores, Nelson & Spotti, Max (Ed.), Oxford Handbook of Language and Society. Oxford University Press. ISSN 9780190212896. p. 299–320. doi: 10.1093/oxfordhb/9780190212896.013.7. Full text in Research Archive
• Lane, Pia (2017). Language Standardisation as Frozen Mediated Actions. The Materiality of Language Standardisation. In Lane, Pia; Costa, James & Korne, Haley Jean De (Ed.), Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISSN 9781315647722. p. 101–117. Full text in Research Archive Show summary

  This chapter addresses the role of social actors in the standardisation of Kven, a Finnic minority language in Northern Norway. Kven was formerly seen as a dialect of Finnish but got recognised as a language in 2005. Influenced by the global focus on language revitalisation, the new status of Sámi and minority languages in neighbouring countries many Kven wish to reclaim their language, and currently, a written standard is being developed. In this chapter, the material outcomes of standardisation are brought to the fore through an analysis of the recent standardisation of Kven. Drawing on her experiences as a new speaker of Kven and participation in Kven language planning (Lane 2016), she approaches the standardisation of Kven as chains of social actions (Scollon 2001; Norris 2004), suggesting that the material outcomes of standardisation may be understood as frozen actions (Norris 20045). The chapter addresses the acceptance of the standard (Haugen 1972) by analysing the reception of standardised texts by social actors when they read texts written in Kven. By focusing on the material outcome of some of the linguistic choices made by the actors involved in the standardisation process and how potential users relate to the standard, we see how users are configured through the standardisation process and also how they, in turn, may influence and shape standardisation processes, through embracing, resisting and even rejecting (aspects of) standardisation.

• Costa, James; Korne, Haley Jean De & Lane, Pia (2017). Standardising Minority Languages: Reinventing Peripheral Languages in the 21st Century. In Lane, Pia; Costa, James & Korne, Haley Jean De (Ed.), Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISSN 9781315647722. p. 1–23. Full text in Research Archive Show summary

  This book addresses a crucial, yet often overlooked dimension of minority language standardisation, namely, how social actors engage with, support, alter, resist and even reject standardisation processes. We look at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. The chapters in this volume are therefore concerned first and foremost with social actors, their ideologies and practices, rather than with language per se. By considering the perspectives and actions of people who participate in or are affected by minority language politics, this volume aims to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. How do social actors experience and negotiate these predicaments? Why are standards for minoritised languages sometimes sought after and praised and at other times vehemently contested and rejected? What are the consequences of standardisation projects for different people? It is these questions that this volume considers through case studies of minority language standardisation from around the world. The authors, who come from very different backgrounds with respect to involvement in standardisation processes, draw on ethnographic, historical and discourse data in order to examine standardisation projects in diverse settings. In bringing these case studies and analyses together, we aim to provide both empirical and conceptual insights into minority language standardisation. This volume highlights the role of social actors in the creation and negotiation of standards, and the diversity of marginalised or peripheral speech communities in which standardisation efforts occur. Focusing on ground-level processes and participants allows us to illuminate ways in which projects to standardise minoritised languages echo, reinvent, and at times subvert the characteristics of language standardisation established since the 18th century. Beginning with a reflection on language standardisation from a historical perspective (section 2), we then define our focus on minority/ minoritised language communities and discuss the nature of standardisation projects in these settings in particular (section 3). We conclude with an overview of the volume (section 4).

• Lane, Pia & Räisänen, Anna-Kaisa (2017). Kven in Norway. In Seals, Corinne & Shah, Sheena (Ed.), Heritage Language Policies around the World. Routledge. ISSN 9781138193321. p. 69–83. doi: 10.4324/9781315639444-5. Full text in Research Archive

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• Lane, Pia; Kjelsvik, Bjørghild & Myhr, Annika Bøstein (2022). Negotiating Identities in Nordic Migrant Narratives: Crossing Borders and Telling Lives. Palgrave Macmillan. ISBN 9783030891084. 236 p. Full text in Research Archive
• Lane, Pia; Costa, James & Korne, Haley Jean De (2017). Standardizing minority languages: Competing ideologies of authority and authenticity in the global periphery. Routledge. ISBN 9781315647722. 249 p. doi: 10.4324/9781315647722. Full text in Research Archive Show summary

  This book addresses a crucial, yet often overlooked dimension of minority language standardisation, namely, how social actors engage with, support, alter, resist and even reject standardisation processes. We look at standardisation processes as a political domain where social actors use standards as semiotic resources for articulating discourses on society. The chapters in this volume are therefore concerned first and foremost with social actors, their ideologies and practices, rather than with language per se. By considering the perspectives and actions of people who participate in or are affected by minority language politics, this volume aims to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. How do social actors experience and negotiate these predicaments? Why are standards for minoritised languages sometimes sought after and praised and at other times vehemently contested and rejected? What are the consequences of standardisation projects for different people? It is these questions that this volume considers through case studies of minority language standardisation from around the world. The authors, who come from very different backgrounds with respect to involvement in standardisation processes, draw on ethnographic, historical and discourse data in order to examine standardisation projects in diverse settings. In bringing these case studies and analyses together, we aim to provide both empirical and conceptual insights into minority language standardisation. This volume highlights the role of social actors in the creation and negotiation of standards, and the diversity of marginalised or peripheral speech communities in which standardisation efforts occur. Focusing on ground-level processes and participants allows us to illuminate ways in which projects to standardise minoritised languages echo, reinvent, and at times subvert the characteristics of language standardisation established since the 18th century. Beginning with a reflection on language standardisation from a historical perspective (section 2), we then define our focus on minority/ minoritised language communities and discuss the nature of standardisation projects in these settings in particular (section 3). We conclude with an overview of the volume (section 4).

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• Moore, Ashley R.; Christiansen, M. Sidury; Frieson, Brittany; Godfroid, Aline; Kang, Okim & Lane, Pia [Show all 10 contributors for this article] (2026). Centering Justice, Equity, Diversity, and Inclusion (JEDI) in AAAL. Full text in Research Archive
• Briksdal, Anette & Lane, Pia (2026). The role of parenthood in Indigenous language reclamation: From insecurities to resilience. Full text in Research Archive Show summary

  Across the globe oppressive policies have led to a devaluation of Indigenous cultural and linguistic practices, contributing to disruption of language transmission in the family. While the home is a crucial arena for language revitalisation (Fishman, 1991), it has received less attention than educational settings (Hinton, 2011), and there is a need for more knowledge of the experiences of families in processes of revitalisation. Drawing of data from sociolinguistic and biographical interviews with three Sámi mothers, this paper explores the experiences of three women who started speaking Sámi—an Indigenous language of Norway—when becoming mothers. Parenthood may act as a muda—a key life moment that reshapes linguistic practices (Pujolar and Puigdevall 2014) —because children offer a renewed motivation for language reclamation. Norway implemented oppressive polices towards its Indigenous groups, contributing to loss of languages and emotional scars – a reminder that European nations also colonised ‘at home’ (Lane 2023). In such contexts, speakers’ linguistic repertoires (Busch 2015) may be marked by negative emotions, which can lead to language barriers and have implications for both language learning and use. Often this is connected to consequences of a colonial past (McKinney and Molate 2022) and parenthood may be a muda that gives speakers strength to face scars caused by colonialization (King & Hermes, 2014). The mothers recounted a determination to not pass this burden on to their children and creating safe spaces for the use and learning of Sámi. By centering the lived experiences Indigenous mothers, we highlight the transformative potential of the parental muda and propose a stronger focus on the home as a space for language reclamation. By examining language transmission and socialization in an Indigenous context, our study also contributes to ongoing efforts to broaden the scope of Family Language Policy (Gomes & Lanza, 2022; Higgins & Wright, 2021).

• Lane, Pia (2026). Språksorg og språkrevitalisering – en fremtid for samisk språk? Full text in Research Archive
• Lane, Pia (2026). Språksorg og språkrevitalisering – en fremtid for samisk språk? Full text in Research Archive
• Lane, Pia & Juuso, Jane (2025). ‘Taking my language back’ – Indigenous-based pedagogical approaches to language revitalisation. Full text in Research Archive
• Kroik, David; O’Rourke, Bernadette; Sollid, Hilde; Pasanen, Annika; Antonsen, Lene & Lane, Pia [Show all 7 contributors for this article] (2025). Roundtable: From language learners to New Speakers and their role in language revitalization. Full text in Research Archive Show summary

  Increasing and sustaining the number of users is part and parcel to language revitalization efforts. While making sure that children may acquire a minoritized language and develop their competence throughout childhood and adolescence, recruitment of users who learn it as a second, third or even fourth language may represent a fundamental asset to increased language vitality. It is however no small task for the individual to transgress from being a learner of a minoritized language to becoming a productive and secure user of it, a so-called New Speaker. At this roundtable we will discuss challenges and affordances associated with New Speakers. The panellists will address issues concerning the learning process and the maintenance of productive skills, including the role of teachers, the language community and language technology, and the roundtable will not the least highlight the contribution of New Speakers to local communities, the workplace, to education, to politics and civil life etc., which in sum represents no modest input to the vitality of minoritized languages. The panellists will showcase these issues by examples mainly from regional minority languages of the High North, notably Sámi and Kven, but also from Celtic languages on the British Isles. The insights and discussions will bear on other regional minority languages throughout Europe and beyond. The roundtable will be organized as a moderated panel discussion around the topics identified above, followed by a commentary by the discussant and opportunities for the audience to respond with questions and comments. There will also be artistic contributions from Kvääniteatteri, the Kven national theater.

• Juuso, Jane & Lane, Pia (2025). ‘Taking my language back’ – Indigenous-based pedagogical approaches to language revitalisation. Full text in Research Archive
• Lane, Pia (2025). “I can’t read my own language!” Minority language standardisation and the role of social actors. Full text in Research Archive
• Lanza, Elizabeth & Lane, Pia (2025). Exploring contemporary and future directions in the study of Linguistic Landscapes. doi: https:/amms.wls.uw.edu.pl/conference-2025/. Full text in Research Archive
• Lane, Pia (2025). Language revitalisation after historical trauma: Is language shift inevitable? doi: https:/www.bcbl.eu/events/isb15/en/pia-lane/co-511/. Full text in Research Archive Show summary

  Indigenous peoples around the world have a history of marginalisation, oppression and even displacement, contributing to language shift as adults stop using their mother tongue with the next generation. Linguists have been concerned with this loss of languages since Hale et al.’s call for action (1992), and there is a substantial amount of research on the negative effects of language shift on social and individual well-being (Hinton, Huss & Roche 2018). Even when institutionalised oppression has been abandoned, effects of the past may still linger in the form of silencing, shame, and alienation (Lane 2023). Loss of language and culture practices may be an unresolved grief or historical trauma which is transmitted between generations (McKenzie 2022) and may (re)surface in revitalisation processes. Language shift may come about through silencing by the nation state through oppressive educational policies and efforts to limit use of Indigenous languages. Somewhat paradoxically, language revitalisation may contribute to other forms of silencing, such as silencing by community members and self-silencing because of fear of speaking (Lane 2023). A reason might be that emotional aspects of language learning in Indigenous contexts seem to be particularly complex because of the identity politics and social control as to who has the right to claim the role of an authentic speaker. I will primarily draw on data from interviews and biographical methods during ongoing fieldwork in Sámi communities in Norway at a moment in time when young Sámis attempt to reclaim a language that once was spoken in their family. The analysis will be supplemented with findings from other contexts. I conclude by highlighting how Indigenous peoples despite attempts to erase their linguistic and cultural practices have shown remarkable tenacity and resilience. This reminds us that human beings have a capacity to hope and strive for better futures for ourselves and our communities.

• Lane, Pia (2024). Å lengta etter eit språk. Full text in Research Archive
• Lane, Pia (2024). Fleire samar, kvener og skogfinnar prøver no å ta språket sitt tilbake. [Internet]. Forskning.no. Full text in Research Archive
• Lane, Pia (2024). Layers of silence in language revitalisation and reclamation. Full text in Research Archive
• Lane, Pia (2024). Hovedfunn fra Sannhets- og forsoningskommisjonens rapport. Full text in Research Archive
• Johansen, Åse Mette & Lane, Pia (2024). “I was the only Sámi in our family for a very long time”: A nexus analysis of language and culture revitalisation. Full text in Research Archive
• Lane, Pia (2024). Sannhet og forsoning. Full text in Research Archive
• Lane, Pia (2024). Norway's journey of indigenous language revival: "Their mother tongue was worthless". [Internet]. Sciencenorway.no. Full text in Research Archive
• Johansen, Åse Mette & Lane, Pia (2024). Breaking silence: A longitudinal study of language revitalisation. Full text in Research Archive
• Lane, Pia (2024). Refleksjon: Fremtidens Sápmi (panelsamtale). Full text in Research Archive
• Lane, Pia (2024). Presentasjon av hovedfunn i Sannhets- og forsoningskommisjonens rapport. Full text in Research Archive
• Lane, Pia (2023). UiO-professor Pia Lane: – Eg tok tilbake kvensk som vaksen. [Journal]. Uniforum. Full text in Research Archive
• Lane, Pia (2023). Sannhet og forsoning. Grunnlag for et oppgjør med fornorskingspolitikk og urett mot samer, kvener/norskfinner og skogfinner. Full text in Research Archive
• Lane, Pia (2023). Samtale om litteraturens forsoningspolitikk. Full text in Research Archive
• Duenas, Frances Kvietok; Kleemann, Carola & Lane, Pia (2023). Becoming Indigenous language speakers in university: Comparative perspectives from Sámi, Quechua,and Aimara student teachers. Full text in Research Archive
• Lane, Pia (2023). Foreslår veien mot Nivå III for kvensk språk. [Journal]. Ruijan Kaiku. Full text in Research Archive
• Dueñas, Frances Kvietok; Lane, Pia & Kleemann, Carola Babette (2023). Becoming Indigenous language speakers: comparative perspectives from Sámi and Quechua learners and speakers. Full text in Research Archive
• Dueñas, Frances Kvietok; Lane, Pia & Kleemann, Carola Babette (2023). Becoming Indigenous language speakers in university: comparative perspectives from Sámi, Quechua, and Aimara student teachers. Full text in Research Archive
• Johansen, Åse Mette & Lane, Pia (2023). Å bryte tausheten: En longitudinell studie av språklig revitalisering. Full text in Research Archive Show summary

  I samiske og kvenske områder har langvarig assimilering hatt som mål å bringe samiske og kvensk språk til taushet. Samtaler om språkvalg i familier og samfunn er også blitt taushetsbelagte. Revitaliseringsprosesser har ikke bare som målsetting at minoriserte språk tas i bruk igjen og styrkes på ulike domener, men innebærer også tematisering av etniske identiteter og språkvalg. Dette medfører ofte at forskjellige posisjoner og spenninger kommer til uttrykk i familier og samfunn. I denne studien følger vi diskursive utviklingstrekk i det sjøsamiske samfunnet Olmmáivággi – Manndalen – Olmavankka, som er kjennetegna både av fornorskning (ca. 1850–1950) og revitalisering (ca. 1980–i dag). Tidsfaktoren er lite utforska i språkskifte- og revitaliseringsforskning. Lane (2010) argumenterer for at tidsskalaer (‘time scales’) er sentrale for analysen av språkskifte, både på grunn av tidsspennet mellom språkpolitisk implementering og individuelle språkvalg, og fordi språkskifte og datainnsamling foregår til ulike tidspunkt. Tid er mer implisitt også en relevant faktor i Johansens (2013) studie av hvordan språkbrukere i nettopp Olmmáivággi erfarer kompleksiteten i den historiske overgangen fra fornorskning til revitalisering. Basert på dybdeintervjuer i henholdsvis 2007 og 2023 med samme språkbruker, utforsker vi hvordan individuelle erfaringer med språkrevitalisering endrer seg i Olmmáivággi. I 2007 var samfunnet i en forsoningsprosess etter en periode med dyptgående etnopolitiske konflikter knytta til implementeringa av revitaliseringstiltak på 1990-tallet. I dag er revitaliseringsprosessen blitt mer akseptert og styrka. Analysen retter oppmerksomhet mot hvordan det å bryte tausheten om språkvalg i fortid og nåtid erfares på individnivået. Hvilke metaperspektiver og refleksjoner uttrykkes, og endres de? Oppstår nye former for diskursiv taushet i løpet av en revitaliseringsprosess, eksempelvis som strategier for å unngå konflikt? Forskningsintervjuet er dessuten i seg selv en kontekst der taushet kan brytes. Hvordan kan forskning bidra til forsoning i forlengelsen av assimilering og taushet?

• Bech, Kristin; Keskitalo, Aili & Lane, Pia (2023). Språk i grenseland: Samisk, kvensk, finsk og norsk i Finnmark. [Journal]. Nytt Norsk Tidsskrift (NNT). doi: 10.18261/nnt.40.1.5. Full text in Research Archive
• Lane, Pia (2023). Challenges and Rewards of International Collaboration. Full text in Research Archive
• Lane, Pia (2023). Flere unge lærer seg samisk, men det er ikke enkelt å ta det i bruk. Full text in Research Archive
• Lane, Pia (2023). Breaking the cycle of silence: The role of parents in revitalization processes. Full text in Research Archive
• Lane, Pia (2023). From silence to silencing? Paradoxes of language revitalization. Full text in Research Archive
• Lane, Pia (2023). Sannhet og forsoning. Kommisjonens funn og anbefalinger for språk- og kulturfeltet. Full text in Research Archive
• Lane, Pia (2023). The Norwegian Truth and Reconciliation Commission. Full text in Research Archive
• Lane, Pia (2023). Discussant: Historically minoritized languages in public spaces – moving towards utopia? Full text in Research Archive
• Lane, Pia (2023). Desde el silencio hasta el silenciamiento: Paradojas de la revitalización lingüística/Layers of silence: Paradoxes of language revitalisation. Full text in Research Archive
• Lane, Pia (2023). Kampen for morsmålet. [Journal]. Apollon. Full text in Research Archive
• Lane, Pia; Camps, Diana Maria; Korne, Haley De; Dueñas, Frances Kvietok & Solovova, Olga (2023). Indigenous languages, minoritised languages, language revitalization, and standardization. Full text in Research Archive
• Johansen, Åse Mette & Lane, Pia (2022). Breaking silence: A longitudinal study of language shift. Full text in Research Archive
• Lane, Pia (2022). Kväners erfarenheter av förnorskningspolitik och kvänskans situation i Norge. Full text in Research Archive
• Lane, Pia (2022). "Tenk at man ikke kan lese sitt eget språk!" Standardiseringens mange ansikter. Full text in Research Archive
• Lane, Pia (2022). Flerspråklighet. Full text in Research Archive
• Lane, Pia (2022). The Sámi yoik Máze: Sounds of Silence and Struggle. Full text in Research Archive
• Lane, Pia (2022). Hva er kvensk identitet? [Radio]. NRK Kompass. Full text in Research Archive
• Lane, Pia (2022). The South in the North: Language shift, language reclamation and silences. Full text in Research Archive
• Lane, Pia (2022). Forsker: Barna er viktig om kvensk språk skal reddes – men er det nok? Full text in Research Archive
• Dueñas, Frances Kvietok & Lane, Pia (2022). Indigenous experiences of language revitalization. Critical and decolonial perspectives on binary speaker categorizations. Full text in Research Archive
• Lane, Pia (2022). Ut av stillheten: Revitaliseringens paradokser. Full text in Research Archive
• Røyneland, Unn; Lane, Pia & Grenoble, Lenore (2021). Linguistic Minorities in Europe online. Full text in Research Archive
• Lane, Pia Marit Johanne (2021). Multilingualism and language endangerment. Full text in Research Archive
• Solovova, Olga & Lane, Pia (2021). Northern borderscapes as material and historical frozen actions. Full text in Research Archive
• Lane, Pia (2021). Fra språktap til revitalisering. Full text in Research Archive
• Lane, Pia (2021). Minority language standardisation as mediated social action. Full text in Research Archive
• Lane, Pia (2021). Caught unawares? Language shift and internalised ideologies. Full text in Research Archive
• Lane, Pia & Ramstad, Liss Ellen (2021). Sannhets- og forsoningskommisjonen; Mandat, status og veien videre. Full text in Research Archive
• Solovova, Olga & Lane, Pia (2020). Russian in my head, Norwegian in my heart. Multilingualism in Sør-Varanger. Full text in Research Archive
• Lane, Pia (2020). Samiske språkbærere: fra stillhet til revitalisering. Full text in Research Archive
• Lane, Pia (2020). Language standardization as frozen mediated actions: the materiality of language standardization. Full text in Research Archive
• Lane, Pia (2019). Trajectories of vulnerabilities. Full text in Research Archive
• Lane, Pia & Johansen, Åse Mette (2019). Introduction to revitalisation and reclamation in Northern Norway. Full text in Research Archive
• Zachariassen, Ketil & Lane, Pia Marit Johanne (2019). Norwegian TRC Presentation. Full text in Research Archive
• Lane, Pia (2019). Ny stolthet over morsmålet. [Journal]. Ruijan Kaiku. Full text in Research Archive
• Lane, Pia (2019). Paradoxes of language revitalisation. Full text in Research Archive
• Lane, Pia (2019). Vi skal ikke sitte fast i smerten, men komme oss videre. [Internet]. NRK. Full text in Research Archive
• Lane, Pia (2019). Effective practices in teaching of and education in minority languages. Full text in Research Archive
• Lane, Pia (2019). Sannhetskommisjonen inn i tøft arbeid – NRK Kveeni. [Radio]. NRK . Full text in Research Archive
• Lane, Pia (2019). Reclaiming indigenous minority languages. Full text in Research Archive
• Zachariassen, Ketil & Lane, Pia Marit Johanne (2019). Store forventninger møtte Sannhets- og forsoningskommisjonen. [Internet]. NRK Kvensk/NRK Kvääni . Full text in Research Archive
• Lane, Pia & Solovova, Olga (2018). Linguistic landscapes in the Northern Borderlands - a nexus analysis. Full text in Research Archive
• Johansen, Åse Mette; Lane, Pia & Olsen, Torjer Andreas (2018). Mangfold i utdanningssystemet – hva er dagens muligheter og utfordringer? Panelsamtale. Full text in Research Archive
• Lane, Pia (2018). Out of silence. Reclaimin indigenous minority languages. Full text in Research Archive
• Lane, Pia (2018). Å ta språket sitt tilbake. En framtid for kvensk språk? Full text in Research Archive
• Lane, Pia (2018). Language rights – perspectives from Norway. Standardisation of Kven. Full text in Research Archive
• Lane, Pia (2018). Sannhetskommisjonen: – Arbeidet kan bli tøft. [Journal]. Utrop. Full text in Research Archive
• Lane, Pia (2018). Out of silence. Reclaiming indigenous minority languages. Full text in Research Archive
• Lane, Pia (2018). Det umulige «N-ordet». [Journal]. Aftenposten. Full text in Research Archive
• Lane, Pia (2018). Fakta og myter om flerspråklighet. Full text in Research Archive
• Valen-Sendstad, Ingvild Priyanka Badhwar; Lane, Pia; DeKorne, Haley & Pennycook, Alastair (2023). Health literacy as ideological work Migration, language, and communication in the welfare system. Universitetet i Oslo. Full text in Research Archive
• Gomes, Rafael Lomeu; Lane, Pia; Lanza, Elizabeth & Pennycook, Alastair (2019). Family multilingualism: Language practices and ideologies of Brazilian-Norwegian families in Norway. Universitetet i Oslo. Full text in Research Archive Show summary

  This thesis examines the interconnections between language practices and ideologies of Brazilian-Norwegian families in Oslo, Norway. Resulting from a three-year ethnographically oriented sociolinguistic project (2017-2019), the thesis is based on data generated through the employment of various methods: online questionnaire, semi-structured interview, self-recording, and participant observation. Contributions to research on multilingual families are as follows: First, I claim that certain parental discourse strategies might, contrary to parental expectations, restrict the child’s use of their emerging linguistic repertoire. I also suggest that a translanguaging lens is helpful to problematise the notion of one-person-one-language, typically conceived of as a strategy employed by parents. Instead, the notion of one-person-one-language-one-nation is put forth as an ideology that might inform parental language practices. Moreover, I suggest that drawing on a revisited notion of linguistic repertoire can be helpful to understand the role of affect in parent-child multilingual interactions. It also elucidates the discursive positioning of children by parents in expected social roles as family members mind mundane tasks and familial bonds are interactionally constructed. Finally, I argue that drawing on a southern perspective provides robust theoretical grounding to examine the material and discursive structures of differentiation parents have to navigate in intercultural encounters. I then discuss the implications of the processes to language practices in the home. Drawing on recent conceptualisations of language and on a southern perspective reframes debates about how transnational practices, identity construction, and family-making can shape the language practices of families. In particular, it attends to issues concerning the hierarchisation of social class, gender and race/ethnicity, and advances knowledge in the direction of understanding language as a socio-historical construct.

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