Our latest publications

• Railo, Henry; Varjonen, Anni; Lehtonen, Minna & Sikka, Pilleriin (2023). Event-related potential correlates of learning to produce novel foreign phonemes. Neurobiology of Language (NoL). ISSN 2641-4368.
• Bylund, Emanuel; Antfolk, Jan; Abrahamsson, Niclas; Haug Olstad, Anne Marte; Norrman, Gunnar & Lehtonen, Minna (2023). Does bilingualism come with linguistic costs? A meta-analytic review of the bilingual lexical deficit. Psychonomic Bulletin & Review. ISSN 1069-9384. doi: 10.3758/s13423-022-02136-7.
• Swanwick, Ruth; Goodchild, Samantha & Adami, Elisabetta (2022). Problematizing translanguaging as an inclusive pedagogical strategy in deaf education. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. p. 1–17. doi: https%3A/doi.org/10.1080/13670050.2022.2078650.
• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Multilingualism and verbal short-term/working memory: Evidence from academics. . Bilingualism: Language and Cognition. ISSN 1366-7289. doi: 10.1017/S1366728922000621.
• Onnis, Luca; Lim, Alfred; Cheung, Shirley & Huettig, Falk (2022). Is the Mind Inherently Predicting? Exploring Forward and Backward Looking in Language Processing. Cognitive Science. ISSN 0364-0213. 46(10). doi: 10.1111/cogs.13201.
• Bekkhus-Wetterberg, Peter; Brækhus, Anne; Müller, Ebba Gløersen; Norvik, Monica Irene; Winsnes, Ingvild Elisabeth & Wyller, Torgeir Bruun (2022). Primær progressiv afasi. Tidsskrift for Den norske legeforening. ISSN 0029-2001. p. 1477–1480.
• Li, Peng & Ye, Chengjia (2022). Voice onset time of Japanese stops produced by Shanghainese-Mandarin learners with various Japanese proficiency levels. In Babatsouli, Elena (Eds.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2022. University of Louisiana at Lafayette. ISSN 979-8-218-08730-2.
• Kvietok Duenas, Frances (2022). TOWARDS DECOLONIAL RESEARCH: CONTRIBUTIONS FOR THE TEACHING OF RESEARCH IN INTERCULTURAL BILINGUAL EDUCATION HIGHER EDUCATION IN PERU . Dialogo Andino. ISSN 0716-2278. Show summary

  The teaching of research in intercultural bilingual education (IBE) university programs presents a challenge given the supremacy of positivist paradigms, quantitative methodologies and monolingual academic discourse in Spanish as privileged referents in higher education. In this study we systematize an experience of research teaching (2016-2019) in an IBE training program of a private uni- versity in Lima, with the purpose of contributing to decolonizing pedagogies in the field of research education. Based on an analysis of autoethnographic reflections, student testimonies collected in 5 in-depth interviews and over 30 thesis projects, we explore the following questions: how has this decolonizing research pedagogy been developed in order to empower young researchers grounded on their educational practice and culture? And, what are the experiences and reflections of our IBE graduates on this process? Our findings reveal the diverse identities, epistemologies and communicative practices that are part of, and constitute, the research teach- ing-learning process, which we view as a collective and continuous construction. We conclude that decolonizing pedagogies in the field of research education seek to vindicate and reaffirm the knowledges, identities, communicative practices and ways of relating of indigenous peoples, as well as to foster a critical and reflexive appropriation by student-researchers of the contributions of other cultural traditions in order to understand and transform educational realities.

• Sevinc, Yesim & Mirvahedi, Seyed Hadi (2022). Emotions and multilingualism in family language policy: Introduction to the special issue. International Journal of Bilingualism. ISSN 1367-0069. doi: 10.1177/13670069221131762.
• Androutsopoulos, Jannis (2022). Scaling the pandemic dispositive: A multimodal analysis of mask-requirement signs during 2020. Linguistic Landscape. ISSN 2214-9953. 8(2-3), p. 131–148. doi: 10.1075/ll.21038.and.
• Fyndanis, Valantis; Masoura, Elvira; Malefaki, Sonia; Chatziadamou, Efpraxia; Dosi, Ifigeneia & Caplan, David (2022). The Role of Working Memory, Short-Term Memory, Speed of Processing, Education, and Locality in Verb-Related Morphosyntactic Production: Evidence From Greek. Frontiers in Psychology. ISSN 1664-1078. 13. doi: 10.3389/fpsyg.2022.851440.
• Lerman, Aviva; Goral, Mira & Obler, Loraine (2022). Rehabilitating an attrited language in a bilingual person with aphasia. Clinical Linguistics & Phonetics. ISSN 0269-9206. doi: 10.1080/02699206.2022.2052966.
• Liu, Liquan; Yuan, Chi; Ong, Jia Hoong; Tuninetti, Alba; Antoniou, Mark & Cutler, Anne [Show all 7 contributors for this article] (2022). Learning to Perceive Non-Native Tones via Distributional Training: Effects of Task and Acoustic Cue Weighting. Brain Sciences. ISSN 2076-3425. 12(5), p. 1–16. doi: 10.3390/brainsci12050559.
• Rosslund, Audun; Mayor, Julien; Óturai, Gabriella & Kartushina, Natalia (2022). Parents’ hyper-pitch and low vowel category variability in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary. Language Development Research. doi: 10.34842/2022.0547.
• Liu, Liquan; Götz, Antonia; Lorette, Pernelle & Tyler, Michael D. (2022). How Tone, Intonation and Emotion Shape the Development of Infants’ Fundamental Frequency Perception. Frontiers in Psychology. ISSN 1664-1078. 13. doi: 10.3389/fpsyg.2022.906848.
• Kvietok Duenas, Frances; MacKee, Mahia Maurial & Sota, Ingrid Guzmán (2022). TOWARDS DECOLONIAL RESEARCH: CONTRIBUTIONS FOR THE TEACHING OF RESEARCH IN INTERCULTURAL BILINGUAL EDUCATION HIGHER EDUCATION IN PERU. Dialogo Andino. ISSN 0716-2278. p. 112–123. doi: 10.4067/S0719-26812022000100112.
• Themistocleous, Charalambos; Fyndanis, Valantis & Tsapkini, Kyrana (2022). Sonorant spectra and coarticulation distinguish speakers with different dialects. Speech Communication. ISSN 0167-6393. 142, p. 1–14. doi: 10.1016/j.specom.2022.06.002.
• 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.

• Makoni, Sinfree; Madany-Saá, Magda; Antia, Bassey Edem & Lomeu Gomes, Rafael (2022). Introduction, Decolonial Voices, Language and Race. Multilingual Matters. ISSN 9781800413481. p. 1–13.
• Lomeu Gomes, Rafael & Lanza, Elizabeth (2022). Southern Approaches to Family Multilingualism, The Routledge Handbook of Language and the Global South/s. Routledge. ISSN 9780367440145. p. 285–296. doi: 10.4324/9781003007074-29.
• Olszewska, Aleksandra Ita; Coady, Maria & Markowska-Manista, Urszula (2022). Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review. In McCallum, Lee (Eds.), English Language Teaching Policy and Practice across the European Union. Springer. ISSN 978-981-19-2152-0. p. 51–67. doi: 10.1007/978-981-19-2152-0_4.
• White, Michelle Jennifer; Southwood, Frenette & Huddlestone, Kate (2022). Children’s acquisition of negation in L1 Afrikaans. First language. ISSN 0142-7237. p. 1–36. doi: 10.1177/01427237221112064. Full text in Research Archive
• Fyndanis, Valantis; Miceli, Gabriele; Capasso, Rita; Killmer, Helene; Malefaki, Sonia & Grohmann, Kleanthes K. (2022). Production of Sentential Negation in German and Italian Non-fluent Aphasia. Journal of Psycholinguistic Research. ISSN 0090-6905. doi: 10.1007/s10936-022-09894-4. Full text in Research Archive
• Killmer, Helene; Svennevig, Jan & Beeke, Suzanne (2022). Requests to children by parents with aphasia. Aphasiology. ISSN 0268-7038. doi: 10.1080/02687038.2022.2094335. Full text in Research Archive
• Hansen, Jessica Pedersen Belisle (2022). Recruiting repair: Making sense of interpreters’ embodied actions in a video-mediated environment. Discourse Studies. ISSN 1461-4456. 24(6), p. 719–740. doi: 10.1177/14614456221112261.
• Lomeu Gomes, Rafael (2022). ‘Du er verdens beste pappa’: affect in parent–child multilingual interactions. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. p. 1–15. doi: 10.1080/13670050.2022.2078159. Full text in Research Archive
• Heikkola, Leena Maria; Alisaari, Jenni; Vigren, Heli & Commins, Nancy (2022). Linguistically responsive teaching: A requirement for Finnish primary school teachers. Linguistics and Education. ISSN 0898-5898. 69. doi: 10.1016/j.linged.2022.101038. Full text in Research Archive

View all works in Cristin

• Pavlenko, Aneta (2023). Multilingualism and History. Cambridge University Press. ISBN 9781009236256. 298 p.
• Golden, Anne (2022). Ordforråd, Ordbruk og Ordforrådslæring – i et andrespråksperspektiv. Gyldendal Akademisk. ISBN 9788205535107. 214 p.
• Mirvahedi, Seyed Hadi (2022). Linguistic Landscapes in South-East Asia The Politics of Language and Public Signage. Routledge. ISBN 9780367764586. 230 p.
• Makoni, Sinfree; Madany-Saá, Magda; Antia, Bassey Edem & Lomeu Gomes, Rafael (2022). Decolonial Voices, Language and Race. Multilingual Matters. ISBN 9781800413481.

View all works in Cristin

• Onnis, Luca (2023). Properties of child-directed speech that boost language development.
• Onnis, Luca (2023). Language experience biases statistical learning.
• Rosslund, Audun (2023). Stemmen din kan påvirke barnas språkutvikling. Første steg. ISSN 1504-1891.
• Lomeu Gomes, Rafael & Svendsen, Bente Ailin (2023). Minoritized youth language in Norwegian media discourse: Surfacing the abyssal line, Southernizing Sociolinguistics: Colonialism, Racism, and Patriarchy in Language in the Global South. Routledge. ISSN 9781032113753. doi: 10.4324/9781003219590-15.
• Opsahl, Toril; Uri, Helene & Sando, Sigrid Botne (2022). Jadda, sladrehank og takk. [Radio]. NRK Språksnakk.
• Goodchild, Samantha (2022). Robert Blackwood & Deirdre A. Dunlevy (Eds.). (2021) Multilingualism in public space: Empowering and transforming communities. London; New York: Bloomsbury Academic. ISBN 978-1-3501-8659-0 (hbk) / 978-1-3501-8660-6 (ePDF) / 978-1-3501-8661-3 (e-Book) 255pp. £95.00 (hbk) £85.50 (ePDF) £85.50 (e-Book). Linguistic Landscape. ISSN 2214-9953. p. 1–4. doi: https%3A/doi.org/10.1075/ll.22026.goo.
• De Korne, Haley (2022). What is utopia good for? Aims and activism strategies in minoritized language research .
• De Korne, Haley (2022). Language activism, minoritized languages, and multilingualism: Ethnographic insights from Oaxaca, Mexico .
• De Korne, Haley (2022). Making space for multilingual and multilectal writing in education contexts .
• De Korne, Haley (2022). Sustainable language activism: ‘Saving’ languages, people or places? .
• De Korne, Haley (2022). Signs of difference: Language and ideology in social life. Gal, Susan and Irvine, Judith T.. Cambridge: Cambridge University Press. 2019. 319 pp. Paperback (9781108741293) 20.99 GBP. Journal of Sociolinguistics. ISSN 1360-6441. doi: https%3A/doi.org/10.1111/josl.12595.
• De Korne, Haley (2022). The role of literacy in Indigenous language reclamation and bilingualism.
• De Korne, Haley (2022). Language activism strategies from multilingual Mexico.
• De Korne, Haley (2022). Opportunities and challenges in collaboration between researchers and schools.
• De Korne, Haley (2022). ‘Even my body resists [the other dialect]’: Dialects, desires and language learning .
• De Korne, Haley (2022). “Because my students demanded it of me”: Indigenous teachers resisting systemic injustice through assemblage .
• De Korne, Haley (2022). Mitos y realidades del multilingüismo.
• De Korne, Haley & Næss, Åshild (2022). Linguistic Diversity in Norway and Beyond.
• De Korne, Haley (2022). Conversatorio sobre multilingüismo- beneficios y retos experimentados por personas y familias multilingües.
• Røyneland, Unn & Cutler, Cecelia Anne (2022). Language activism and the role of scholars, panel introduction.
• Onnis, Luca (2022). Which words are repeated most? Bilingual parents repeat nouns and verbs at different ratios when switching between languages in storybook narrations with preschoolers.
• Onnis, Luca (2022). Properties of bilingual child-directed speech in bilingual parents: A study on partial repetitions.
• Onnis, Luca (2022). Grammatical gender effects on word embeddings.
• Onnis, Luca (2022). Does the word order of languages change sequential learning and processing?
• Onnis, Luca (2022). Does the word order of languages change sequential learning and processing?
• Onnis, Luca (2022). Does the word order of languages change sequential learning and processing?
• Lomeu Gomes, Rafael (2022). Tecnologias digitais em investigações acerca de multilinguismo familiar: oportunidades e desafios metodológicos.
• Lomeu Gomes, Rafael (2022). Intercultural translation in ethnographic encounters.
• Lomeu Gomes, Rafael (2022). Positionality, power, and voice in research with multilingual families.
• Gardner, Qingyuan Liu; Branigan, Holly & Chondrogianni, Vasiliki (2022). Differential sensitivity to L2 morphological violations in auditory vs. reading comprehension in L1 Mandarin learners of English .
• Valen-Sendstad, Ingvild Badhwar (2022). En tydelig helsekompetanse? Språkideologier i norske offentlige institusjoner.
• Valen-Sendstad, Ingvild Badhwar (2022). Struggling to be tydelig: Some language ideological underpinnings of health literacy.
• Gardner, Qingyuan Liu; Branigan, Holly & Chondrogianni, Vasiliki (2022). Differential sensitivity to L2 morphological violations in spoken versus written comprehension in L1 Mandarin learners of English.
• Svennevig, Jan (2022). Norske barn seier ikkje lenger «nei takk». [Radio]. Dagsnytt 18, NRK2.
• Svennevig, Jan (2022). Norske barn seier ikkje lenger «nei takk». [Internet]. nrk.no.
• Svennevig, Jan (2022). Unge dropper punktum: – Det er veldig sint. [Internet]. nrk.no.
• Svennevig, Jan (2022). Hvordan gå i dybden på tekster med diskursanalyse? [Internet]. Nasjonal digital læringsarena.
• Svennevig, Jan; Diepeveen, Aafke & Urbanik, Pawel (2022). Securing understanding of the suspect’s rights in police investigative interviews.
• Svennevig, Jan & Diepeveen, Aafke (2022). Securing Understanding of the Suspect’s Rights in Police Interviews .
• Svennevig, Jan (2022). How police investigators inform L2 speakers about their rights in investigative interviews.
• Svennevig, Jan (2022). Samtaleanalysens historie i Norge.
• Svennevig, Jan (2022). Språksnakk: Larmende stillhet, gibbal og skråsikker. [Radio]. NRK2.
• Golden, Anne (2022). Ord og ordlæring.
• Golden, Anne (2022). Ord og ordlæring, forelesning for studenter norsk.
• Norvik, Monica I. & Simonsen, Hanne Gram (2022). Katta ut av sekken – tilpasning av afasitesten CAT til norsk.
• Opsahl, Toril (2022). Kva har byen å by på? Språkbruk i urbane ungdomsmiljø i og utanfor litteraturen.
• Andersen, Mari J. Wikhaug (2022). Multilingualism in Norwegian vocational education: Policy idealism vs. teachers’ realism?
• Andersen, Mari J. Wikhaug (2022). Å undervise mellom barken og veden: Lærerperspektiver på flerspråklighet.
• Andersen, Mari J. Wikhaug (2022). Språklig og strukturell (av)makt: Lærerperspektiver på flerspråklighet i yrkesfagene .
• Andersen, Mari J. Wikhaug (2022). Yrkesfaglærere mellom barken og veden: En realitetsorientering om flerspråklighet i skolen.
• Andersen, Mari J. Wikhaug (2022). Språklig makt og strukturell avmakt i yrkesfagene.
• Andersen, Mari J. Wikhaug (2022). "Det er ikke så lett å forklare det, for de skjønner ikke den der vanlige norsken heller": On teaching specialized vocational subject matter to newly arrived students.
• Andersen, Mari J. Wikhaug (2022). Å undervise mellom barken og veden: Lærerperspektiver på flerspråklighet i yrkesfagene .
• Solarek-Gliniewicz, Magdalena (2022). Polske overlegers mottakertilpasning av medisinske termer i samtaler med pasienter på norsk.
• Helganger, Line Sjøtun; Köder, Franziska Maria & Falkum, Ingrid Lossius (2022). The effect of intonation on children's comprehension of the Norwegian focus particle også ('also'): Evidence from eye-tracking and picture selection.
• García González, Elisabet (2022). El multilingüismo a lo largo de la vida: aspectos sociales y cognitivos.
• García González, Elisabet (2022). How Multilingualism Helped Families in Lockdown. [Newspaper]. Future Makers Magazine.
• Lanza, Elizabeth (2022). Expanding the LL: Familyscapes, multilingualism, and family language policy.
• Lanza, Elizabeth & Mirvahedi, Seyed Hadi (2022). Translanguaging Matters in Multilingual Families.
• Lanza, Elizabeth (2022). Multilingual families at the crossroads of private and public discourses.
• Lanza, Elizabeth (2022). Transnational migration and multilingual families in the 21st century: Policies and practices.
• Lanza, Elizabeth (2022). Transnational migration and multilingual families: Policies and practices.
• Lanza, Elizabeth (2022). Family multilingualism in the 21st century.
• Lanza, Elizabeth (2022). Multilingual families in the 21st century: Practices and policies.
• Cho, Camilla (2022). Staving i norsk som andrespråk: En undersøkelse av stavingen til koreanske førstespråksbrukere.
• Lanza, Elizabeth (2022). Children’s learning of more than one language in the family: Policies and practices, input and experience.
• Cho, Camilla (2022). Exploring orthography and spelling processes among Korean learners of Norwegian as a second language .
• Mirvahedi, Seyed Hadi (2022). Family language policy from a Sothern perspective: The case of Afghan families in Norway.
• Mirvahedi, Seyed Hadi (2022). Sexuality on live streams: A glance at the issue of agency and structure in the online-offline nexus in Iran.
• Mirvahedi, Seyed Hadi (2022). The politics of script(s) and writing in Iran.
• Mirvahedi, Seyed Hadi (2022). Family language policy in Afghan families in Norway.
• Vangsnes, Øystein Alexander & Røyneland, Unn (2022). Fleirlektal skrivekunne i Noreg .
• Lamb, Gavin Mitchell (2022). “Political discourses and democratic practices of multispecies communities”.
• Lamb, Gavin Mitchell; Szenez, Eszter & Lawson, Robert (2022). “The gap between your actions and your words is becoming harder to ignore”: A multi-disciplinary analysis of discourses around Greta Thunberg.
• Ims, Ingunn Indrebø & Opsahl, Toril (2022). “Dette hadde du neppe venti” – gammel og ny verbmorfologi-variasjon i norsk talemål.
• Golden, Anne & Opsahl, Toril (2022). Hermegåsa kommer? Erfaringer fra bruk av videostimuli i talespråksforskning. Show summary

  I dette innlegget rapporterer vi fra et prosjekt der vi har prøvd ut en metode som integrerer videoinnslag i fokusgruppesamtaler med polske arbeidstakere i Norge. Til tross for at de utgjør en mangefasettert gruppe, har polske migranter lenge blitt framstilt nokså endimensjonalt i norske medietekster. Både når det gjelder kjønn, språkkompetanse og yrke er det tydelige stereotypier som trer fram i medieframstillingene. Det vi typisk møter, er en mannlig kroppsarbeider med svake språkferdigheter i norsk, som slumser litt med norske lover og regler. Tilfanget av andre identitetskategorier er snevert. I det overordnete prosjektet vi rapporterer fra, undersøker vi blant annet hvordan slike stereotype forestillinger spiller inn på språklæring og kommunikasjon. På MONS-konferansen er det selve metoden vi ønsker å drøfte. Vi har samlet klipp fra tre ulike «humoristiske» framstillinger av møter mellom polakker og nordmenn gjennom de siste ca. tretti årene, som alle har vært sendt på norsk TV. Disse klippene har vi brukt som igangsettere i fokusgruppesamtaler, og de har vist seg å generere et mangfold av interessante narrativer i samtalene. Dette er narrativer som kommer inn på nære erfaringer og forhold som i utgangspunktet kan være vanskelige å uttrykke i møte med fremmede forskere. Videoklippene åpner også for samtaler om møter med det stereotypt norske. Selv om fokusgrupper i seg selv har vist seg å være en fruktbar metode blant annet innenfor sosiokulturell lingvistikk, mener vi at bruken av videostimuli – og særlig de som er ment å være humoristiske – tilfører en ekstra dimensjon. Denne tror vi at flere kan ha glede og nytte av å teste ut. Her ser vi for oss at samtaler om holdninger og forestillinger knyttet til både dialektal variasjon og nasjonale minoritetsspråk kan skos over samme lest. «Hermegåsa kommer» i tittelen til dette innlegget er slik sett både en illustrasjon av at videostimuli kan inspirere deltakere til å dele personlige opplevelser, som kan være vanskelige å fortelle om, òg en oppfordring til forskerfellesskapet om å bygge videre på de erfaringene vi har gjort oss så langt i prosjektet vårt. Litteratur Dyrlid, Linda Marie. (2017), Transnasjonalisme mellom stolthet og stigma. Polske migranters narrativer om arbeid, tilhørighet og posisjonering. Doktoravhandlinger ved NTNU (112). X [anonymisert referanse] Marková, Ivana, Linell Per & Grossen, Mivhele. (2007), Dialogue in Focus groups. Exploring Socially Shared Knowledge. Equinox Publishing Ltd. Obojska, Maria. (2020), What’s in a name? Identity, indexicality and name-change in an immigrant context, European Journal of Applied Linguistics (2020), 8(2), 333–353.

• Kilanowska, Jolanta; Romøren, Anna Sara H.; Hansen, Pernille; Bajkowska, Katarzyna; Kacprzak, Agnieszka & Krysztofiak, Magdalena [Show all 13 contributors for this article] (2022). Diversity among Polish-Norwegian preschool children.
• Xi, Xiaotong; Li, Peng & Prieto, Pilar (2022). Training English vowels with hand gestures: the effects of encoding articulatory movements to different degrees of visual accessibility.
• Xi, Xiaotong & Li, Peng (2022). Hand gestures encoding articulatory feature and the learning of L2 vowels: the effects of visual accessibility.
• Xi, Xiaotong; Li, Peng & Prieto, Pilar (2022). Hand gestures cueing visible mouth aperture help the pronunciation of novel L2 English vowel pair.
• Xi, Xiaotong & Li, Peng (2022). Spanish stops and their allophones produced by proficient Mandarin learners of Spanish.
• Li, Peng & Xi, Xiaotong (2022). Spanish lexical stress produced by proficient Mandarin learners of Spanish.
• Li, Peng & Ye, Chengjia (2022). Bilingual (dis)advantages interact with foreign language proficiency: Evidence from Japanese plosives produced by Shanghainese-Mandarin and Mandarin speakers.
• Lundquist, Bjørn; Rodina, Yulia; Tengesdal, Eirik; Fyndanis, Valantis; Kaldhol, Nina Hagen & Türker, Emel (2022). Andrespråkstilegnelse og prosessering av genus i norsk .
• White, Michelle Jennifer; Southwood, Frenette; Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille & Krajewski, Grzegorz [Show all 8 contributors for this article] (2022). A North-South perspective on bilingualism and socioeconomic status.
• Szymanska, Oliwia & Janik, Marta (2022). «Hvis du tåler det godt, så vil jeg gjerne beholde den dosen» Tempusbruk i spontan produksjon hos en voksen norskbruker.
• Garcia Gonzalez, Elisabet (2022). Does the apple not fall far from the tree? Why the same research questions might have different answers depending on where you ask them.
• Fyndanis, Valantis (2022). Teasing apart tense-related encoding and retrieval deficits in aphasia.
• Fyndanis, Valantis; Soilemezidi, Marielena & Kalpakidi, Theodora (2022). Impaired production of time reference in aphasia: Disentangling encoding from retrieval deficits.
• Fyndanis, Valantis; Masoura, Elvira; Chatziadamou, Εfpraxia; Dosi, Ifigeneia; Malefaki, Sonia & Caplan, David (2022). The role of working memory, short-term memory, speed of processing, and education in verb-related morphosyntactic production: Evidence from Greek.
• Fyndanis, Valantis; Buivolova, Olga; Soilemezidi, Marielena; Kalpakidi, Theodora & Dragoy, Olga (2022). Teasing apart tense-related encoding and retrieval deficits in aphasia.
• Fyndanis, Valantis (2022). Neurogenic Disorders and morphosyntactic deficits: The role of cognitive capacities and education.
• Garmann, Nina Gram; Simonsen, Hanne Gram; Hansen, Pernille; Holm, Elisabeth; Tengesdal, Eirik & Payne, Elinor [Show all 7 contributors for this article] (2022). Consonant cluster realisation in Norwegian- and English-speaking children: The role of input.
• Simonsen, Hanne Gram; Norvik, Monica I. ; Killmer, Helene & Hansen, Pernille (2022). Working with multilingual people with acquired language disorders:Challenges and solutions.
• Rosslund, Audun; Mayor, Julien & Kartushina, Natalia (2022). Barns ordforråd skjøt fart når barnehagene stengte ned under pandemien. Første steg. ISSN 1504-1891.
• Rosslund, Audun; Mayor, Julien; Óturai, Gabriella & Kartushina, Natalia (2022). Parents’ hyper pitch and vowel category compactness in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary.
• Rosslund, Audun; Mayor, Julien; Óturai, Gabriella & Kartushina, Natalia (2022). Parents’ hyper pitch and vowel category compactness in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary.
• Rosslund, Audun; Mayor, Julien; Óturai, Gabriella & Kartushina, Natalia (2022). Parents’ hyper pitch and vowel category compactness in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary.
• Rosslund, Audun; Roepstorff, Ida; Lo, Chang Huan; Chai, Jun Ho; Mayor, Julien & Kartushina, Natalia (2022). Alignments between direct tablet-based assessment of word comprehension and parent reports depend on child’s age and word properties.
• Rosslund, Audun; Mayor, Julien; Óturai, Gabriella & Kartushina, Natalia (2022). Parents’ hyper pitch and vowel category compactness in infant-directed speech are associated with 18-month-old toddlers’ expressive vocabulary.
• Singh, Arun Prakash (2022). An improved two-stage dereverberation method based on bayesian estimation of a speech source.
• Lozano Sánchez, Itziar; Duszyk-Bogorodzka, Anna; Ribu, Ingeborg Sophie; Köder, Franziska Maria; Dynak, Agnieszka & Tomalski, Przemysław [Show all 8 contributors for this article] (2022). The development of semantic integration in bilingual and monolingual toddlers measured by ERP.
• Köder, Franziska Maria; Mascaro, Olivier & Falkum, Ingrid Lossius (2022). The development of irony and epistemic vigilance.
• Köder, Franziska Maria (2022). Does multilingualism affect attention levels and the likelihood of an ADHD diagnosis? Evidence from a Norwegian cohort study.
• Köder, Franziska Maria (2022). Does multilingualism affect attention levels and ADHD diagnosis in children from the MoBa cohort study? Plan for data analysis.
• Kyriacou, Marianna (2022). What's in a diagnosis? The challenges of diagnosing dyslexia in multilingual speakers.
• Kyriacou, Marianna (2022). Reading study on irony comprehension.
• Kyriacou, Marianna (2022). What happens when the bucket is kicked?
• Kyriacou, Marianna (2022). Exploring how variation in attention levels affects the processing of irony in a first and second language.
• Köder, Franziska Maria (2022). Dealing with diversity in clinical populations: The example of ADHD.
• Svendsen, Bente Ailin & Goodchild, Samantha (2022). Reflections on the challenges and affordances of engaging (young) people in research - ethical considerations of citizen linguistics .
• Svendsen, Bente Ailin & Ims, Ingunn Indrebø (2022). (Language) Governmentality and Agency in Education, in the Police and in Research .
• Svendsen, Bente Ailin & Goodchild, Samantha (2022). Introduction: Recontextualisation of Contemporary Urban Vernaculars – Crossing Binaries Empirically, Ideologically and Methodologically .
• Svendsen, Bente Ailin; Goodchild, Samantha; Opsahl, Toril; Gomes, Rafael; Røyneland, Unn & Lamb, Gavin Mitchell [Show all 7 contributors for this article] (2022). Panel: Recontextualisation of Contemporary Urban Vernaculars – Crossing Binaries Empirically, Ideologically and Methodologically .
• Opsahl, Toril (2022). Colloquium Intro + Introduction and Chair of Session 3 "Practices of engaging and involving people in research".
• Lane, Pia (2022). Finding a voice – inherent tensions of indigenous language reclamation.
• Kvietok Dueñas, Frances (2022). Town hall roundtable ‘Indigenous education during COVID-19: negotiations, tensions and anthropologists' responsibility across the Americas’.
• Kvietok Dueñas, Frances (2022). Los interpretes y las pedagogías del lenguaje decoloniales y críticas en la formación superior en EIB de una universidad peruana.
• Kvietok Dueñas, Frances (2022). Youth and Indigenous language speakerhood in the home: generational perspectives on Quechua language socialization and reclamation.
• Kvietok Dueñas, Frances (2022). Becoming Quechua and Aimara speakers and writers: co-researching language reclamation experiences with university women students.
• Kvietok Duenas, Frances (2022). Decolonial and critical language pedagogies under construction: a Peruvian higher education case.
• Szymanska, Oliwia (2022). Metaphor competence among L2-doctors .
• Cho, Camilla (2022). Staving i norsk som andrespråk: En undersøkelse av stavingen til koreanske førstespråksbrukere.
• Røyneland, Unn & Lanza, Elizabeth (2022). Sterke forskingsmiljø tar lang tid å bygge opp og kort tid å rive ned. Khrono.no. ISSN 1894-8995.
• Ramberg, Bjørn Torgrim & Røyneland, Unn (2022). Context, Science, Ontology: Two cases .
• Røyneland, Unn (2022). Linguistic practices in the suburbs and housing estates of Oslo .
• Dahl, Anne; Hognestad, Jan Kristian & Opsahl, Toril (2022). Durkdreven, radikal og 'shit'! [Radio]. NRK Språksnakk.
• Olszewska, Aleksandra Ita (2022). Refugee- and migrant-background students, identities, and language education: Humanizing research & arts based methods.
• Solarek-Gliniewicz, Magdalena (2022). Recipient design of medical terminology: data session with international researchers.
• Solarek-Gliniewicz, Magdalena (2022). RECIPIENT DESIGN OF MEDICAL VOCABULARY by Polish physicians with L2 Norwegian .
• Solarek-Gliniewicz, Magdalena (2022). "As doctors we apply too much jargon when we speak". Co-constructing intersubjectivity of medical terms during consultations with Polish physicians speaking Norwegian.
• Opsahl, Toril (2022). Norsk: Døyt.
• Szymanska, Oliwia (2022). Slik sikrer utenlandske leger sin kredibilitet.
• Steien, Guri Bordal; Svennevig, Jan & Jensen, Bård Uri (2022). On the pragmatic function of utterance-level declination as deployed by speakers with multilingual repertoires .
• Lane, Pia (2022). Kvääniteatteri - å synliggjøre det usynlige folket. Teatersalong - Nationaltheatret.
• Lane, Pia (2022). Hva er kvensk identitet? [Radio]. NRK Kompass.
• Jensen, Bård Uri; Myklebust, Randi & Opsahl, Toril (2022). Forord og redaksjonelt arbeid. NOA - Norsk som andrespråk. ISSN 0801-3284. 38(1), p. 3–4.
• Ommeren, Rikke van; Opsahl, Toril & Svennevig, Jan (2022). Kostebinderi, gå bak nova, ikke sant! [Radio]. Språksnakk, NRK P2.
• Røyneland, Unn (2022). “Because I mix many languages constantly”: Linguistic variation and norm negotiation in social media .
• Røyneland, Unn & Vangsnes, Øystein Alexander (2022). Multilectal practices on SoMe among adolescents in Norway.
• Røyneland, Unn (2022). Because dialect is easy and English is universal: Explicit and implicit negotiation of norms on different social media platforms.
• Røyneland, Unn & Ramberg, Bjørn Torgrim (2022). Language activism and social justice .
• Pourquie, Marie; Arslan, Seçkin; Grima, Ritienne; Fyndanis, Valantis; Kambanaros, Maria & Martinez-Ferreiro, Silvia [Show all 12 contributors for this article] (2022). The “MAP” survey: an international investigation of SLPs’ training and working practices to assess and treat plurilingual people with aphasia.
• Fyndanis, Valantis; Cameron, Sarah; Arcara, Giorgio; Kaldhol, Nina Hagen; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Bilingualism/Multilingualism does not affect production of time reference in L1: Evidence from Norwegian academics.
• Škorić, Ana Matić; Norvik, Monica I. ; Kuvač Kraljević, Jelena & Simonsen, Hanne Gram (2022). Comprehensive Aphasia Test: what do Norwegian and Croatian data reveal.
• Fyndanis, Valantis; Cameron, Sarah; Hansen, Pernille; Norvik, Monica I. & Simonsen, Hanne Gram (2022). Sequential multilingualism and verbal short-term/working memory: Evidence from academics.
• Garcia Gonzalez, Elisabet (2022). La lingüística da mucho de lo que hablar.
• Szymanska, Oliwia (2022). How physicians use metaphors in their L2. Show summary

  Metaphors are a crucial part of efficient communication in healthcare. Health professionals use metaphors to make the medical universe more comprehensible for the patients (Casarett et al., 2010; Olsman et al., 2014; Landau et al. 2017; Spina et al. 2018; Johannessen & Askeland, 2018). What has not been investigated in the studies to date is the ability of physicians working in their second or third language to deploy metaphors in their L2. In this talk I will present how Polish physicians speaking L2 Norwegian use metaphorical language in their encounter with L1 Norwegian patients. The study departs from the theory of cross-linguistic influence suggested by Jarvis and Pavlenko (2008) and the cognitive metaphor theory by Lakoff and Johnson (1980, 1999), further developed by Kövecses (2020). The data are transcripts of video-recordings from a number of outpatient clinics in Norway, supplemented by interviews on the doctors’ metaphorical awareness. The qualitative analysis of the data has shown that the doctors usually use unconventional metaphorical expressions. These are often sets of expressions used repeatedly in each conversation. By deploying imageries instead of clinical explanations, the doctors cater for their L2 lexicon shortages and secure understanding. A close analysis revealed that the expressions they favored came from the L1 but were perfectly comprehensible in the L2. At the end of the talk, I will discuss both the theoretical and practical implications of these findings, the former involving cross-linguistic transferability of the metaphors, and the latter integration of figurative language in L2 classes for medical professionals.

• Lane, Pia (2022). Flerspråklighet.
• Lane, Pia (2022). "Tenk at man ikke kan lese sitt eget språk!" Standardiseringens mange ansikter .
• Vangsnes, Øystein Alexander & Røyneland, Unn (2022). Norske ungdommars multilektale​ sosiale skriving.
• Köder, Franziska Maria; Mascaro, Olivier & Falkum, Ingrid Lossius (2022). The development of irony comprehension and epistemic vigilance.
• Arum, Nuranindia Endah (2022). Migration, language learning, and professional trajectories of highly educated Indonesian migrants in Norway.
• Olszewska, Aleksandra Ita & Coady, Maria (2022). Radical multilingual spaces of hope for refugee-background students in Poland: Transformative language policies and practices.
• Kilanowska, Jolanta; Hansen, Pernille; Bajkowska, Katarzyna; Duszyk-Bogorodzka, Anna; Dynak, Agnieszka & Komorowska, Ewa [Show all 21 contributors for this article] (2022). Polish and Norwegian language and world knowledge development in mono- and multilingual children .
• Rodina, Yulia; Lundquist, Bjørn; Fyndanis, Valantis; Tengesdal, Eirik; Kaldhol, Nina Hagen & Türker, Emel (2022). Second language acquisition and language processing: Grammatical gender in Norwegian.
• Arum, Nuranindia Endah (2022). Recent migrants’ professional and social inclusion during the pandemic: opportunities and constraints for language learning.
• Ribu, Ingeborg Sophie; Goral, Mira; Theimann, Ane; Iacorossi, Michela; Lehtonen, Minna & Norvik, Monica I. [Show all 10 contributors for this article] (2022). Eye-tracking Measures of Prediction in L1 and L2 in Bilingual People with and without Aphasia .
• Brink, Nina; Oosthuizen, Helena; Southwood, Frenette & White, Michelle Jennifer (2022). Afrikaans- and South African English-speaking infants who say 10 words or less: What are their characteristics and what words do they say? .
• Polišenská, Kamila; Chiat, Shula; Szewczyk, Jakub; Antonijevic-Elliott, Stanislava; Blom, Elma & Boerma, Tessel [Show all 35 contributors for this article] (2022). Is the crosslinguistic nonword repetition test valid crosslinguistically? Evidence from performance in different language groups and countries.
• Opsahl, Toril; Lomeu Gomes, Rafael; Goodchild, Samantha; Ims, Ingunn Indrebø; Lamb, Gavin Mitchell & Røyneland, Unn [Show all 7 contributors for this article] (2022). (Re)producing stereotypes in media representations of contemporary urban vernaculars.
• Olszewska, Aleksandra Ita (2022). “JustWork”: In pursuit of linguistic justice in the workplace for Polish migrants to Norway .
• Szymanska, Oliwia (2022). «When a pump ignores a sensor» Metaphorical expressions in physicians consulting their patients in L2.
• Olszewska, Aleksandra Ita (2022). Multilingual identities of immigrant-background students: Polyphonic counter-stories in self-portraits and poems at the intersection of cultures and languages. .
• Olszewska, Aleksandra Ita (2022). “They say that we are refugees… so we are them”: Refugee-background students’ reaction to the refugee term. Show summary

  The notion of refugee is a multidimensional entity, consisting of legal, administrative, political, historical, and social dimensions (Voutira & Doná, 2007). While legal terms matter as being granted refugee status “can often mean the difference between life and death for asylum claimants” (Wooley, 2017, p. 379), classifying people as refugees is an oppressive act of naming as it becomes a tool of people’s categorization (Paris, 2019). The purpose of this paper is to propose and discuss a model called Refugee-background Students’ Response to Refugee Term (RRR), which attempts to unpack and problematize the legal construct of refugee. This qualitative study was conducted with four Chechen refugee-background students (RBSs) in Poland. Inspired by previous participatory and arts-based research studies (e.g., Busch, 2010; Prasad, 2013), the data sources encompassed interviews as well as language self-portraits, I Am From poems, and handprints created by the participants which provided a multimodal, multilingual, and democratic platform for their voices. Framed by RefugeeCrit, counter-storytelling, and humanizing research (Delgado, 1989; Fine, 2017; Paris, 2011; Solórzano & Yosso, 2002; Strekalova-Hughes et al., 2018), participants’ responses were shaped by majoritarian stories and counter-stories told about and by refugees. The study’s findings have shown that RBSs enact an array of reactions to the term refugee as they navigate their realities. Specifically, RBSs’ responses to the refugee notion included the following positionalities: being unaware, unquestioned internalization, neutral positionality, acceptance, and positive approach. The RRR framework illustrates the complicated nature of the refugee construct and may be applied as a tool to voice and discuss refugees’ own perspective related to the refugee notion.

• Olszewska, Aleksandra Ita; Schulte, Leonie; Omar, Laila; Nichols, Briana; Opsahl, Toril & Khan, Kamran (2022). Panel - Language and the temporalities of migration. Show summary

  The proposed panel addresses the ways in which language and time are not only mutually constitutive, but also critical and as-yet underresearched dimensions of migration and displacement. We examine how contact with dominant sociocultural and linguistic frameworks influence the temporal and spatial trajectories of persons experiencing (forced) migration. Processes of migration, displacement and ‘reception’, as well as interactions with institutions and institutional actors each draw on, and are shaped by, valuations, perceptions and relationships with language and time. Analysing the dynamic intersections of linguistic and temporal frameworks is therefore critical to understanding how people in contexts of migration and spaces of arrival/reception make sense of and navigate related processes of belonging, integration and future-making. As such, the proposed panel explores the multiplex ways in which language and temporal (im)mobility interact within contexts of migration and displacement and across various actors from policy makers, researchers, service providers and local community members, to the individuals living through migration and displacement. The panel combines insights from education studies, linguistic anthropology, sociology and migration studies, and case studies ranging from the experiences of Syrian refugees in Canada and Germany, displaced Chechen youngsters in Poland, and internally displaced indigenous youth in Guatemala. Through the diversity of disciplinary approaches and geographical foci, together, the contributions illuminate how access to sociocultural and linguistic resources engender new forms of mobility and agency, and demonstrate how state policies intervene with migrant (im)mobilities, impacting affective relationships to the past, present and future.

• Szymanska, Oliwia & Golden, Anne (2022). Throwing lights on L2-learners and metaphors An extended study on Polish students’ comprehension of frequent metaphorical expressions in Norwegian.
• Johansen, Åse Mette & Lane, Pia (2022). Breaking silence: A longitudinal study of language shift.
• Szymanska, Oliwia & Golden, Anne (2022). L2-metaforiske uttrykk i flomlyset. Polske studenters håndtering av metaforer i norsk.

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