Our latest publications

• Sevinc, Yesim; Krulatz, Anna; Torgersen, Eivind Nessa & Christison, MaryAnn (2022). Teaching English in Linguistically Diverse Classrooms in Norway: Teachers' Beliefs, Practices, and Needs in Multilingual Education. In Krulatz, Anna; Neokleous, Georgios & Dahl, Anne (Ed.), Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications. Multilingual Matters. ISSN 9781788926409.
• Mesthrie, Rajend; Opsahl, Toril & Røyneland, Unn (2022). Contesting Stereotypes: Language, Body, and Belonging - Northern and Southern perspectives. In Blackwood, Robert & Røyneland, Unn (Ed.), Spaces of Multilingualism. Routledge. ISSN 9780367646899. p. 51–72.
• 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 978-3-030-89108-4.
• Lane, Pia & Wigglesworth, Gillian (2022). 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 9780367646820.
• 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 978-3-030-89108-4.
• Lanza, Elizabeth & Golden, Anne (2022). Wielding space and time in migrant narratives: Personal and professional identities in discourse . In Lane, Pia; Kjelsvik, Bjørghild & Myhr, Annika Bøstein (Ed.), Negotiating Identities in Nordic Migrant Narratives: Crossing Borders and Telling Lives. Palgrave Macmillan. ISSN 978-3-030-89108-4.
• Urbanik, Pawel & Pavlenko, Aneta (2022). Securing Understanding in a Second Language: Communication of rights in investigative interviews in the USA and Norway. In Blackwood, Robert & Røyneland, Unn (Ed.), Spaces of Multilingualism. Routledge. ISSN 9780367646899. p. 92–112. doi: 10.4324/9781003125839-5
• Natvig, David Albert & Salmons, Joseph C. (2021). Connecting structure and variation in sound change. Cadernos de Linguística. ISSN 2675-4916. 2(1), p. 1–20. doi: 10.25189/2675-4916.2021.V2.N1.ID314 Full text in Research Archive
• Christison, MaryAnn; Krulatz, Anna & Sevinc, Yesim (2021). Supporting teachers of multilingual young learners: Multilingual Approach to Diversity in Education (MADE). In Rokita-Jaśkow, Joanna & Wolanin, Agata (Ed.), Facing Diversity in Child Foreign Language Education. Springer. ISSN 978-3-030-66021-5. p. 271–289.
• Opsahl, Toril (2021). Dead, but Won’t Lie Down? Grammatical Gender among Norwegians . Journal Of Germanic Linguistics. ISSN 1470-5427. 33(1), p. 122–146. doi: 10.1017/S1470542720000070 Full text in Research Archive Show summary

  This paper examines grammatical gender from the sociolinguistic perspective. The question pursued is to what extent exponents of grammatical gender are tied indexically to identity categories. Building on literature and corpus data, I claim that within the Norwegian context, grammatical gender is associated with sociolinguistic dimensions such as the urban/rural distinction, political views, class, ethnicity. The traditional three-gender system is being replaced by a two-gender system in several dialects, resulting in the loss of the feminine gender. Indexical values associated with the feminine gender features are still valid, though, and some forms take on new pragmatic functions. Once grammatical gender is viewed through a sociolinguistic lens, with the agency of speakers being recognized, it becomes clear that it may not be fully understood without taking into account the context of interaction at a micro-level, and the sociohistorical characteristics of—for instance—regions with language contact at a macro-level.

• Svennevig, Jan (2021). How to do things with signs. The formulation of directives on signs in public spaces. Journal of Pragmatics. ISSN 0378-2166. 175, p. 165–183. doi: 10.1016/j.pragma.2021.01.016
• Rasmus, Sini & Lane, Pia (2021). New speakers of Sámi: From insecurity to pride. Linguistic Minorities in Europe Online (LME). doi: 10.1515/lme.12818309
• Köder, Franziska & Falkum, Ingrid Lossius (2021). Irony and perspective-taking in children: The roles of norm violations and tone of voice. Frontiers in Psychology. ISSN 1664-1078. 12. doi: 10.3389/fpsyg.2021.624604 Full text in Research Archive
• Dipper, Lucy T.; Franklin, S.; de Aguiar, V.; Baumgaertner, A; Brady, Marian C. & Best, Wendy [Show all 20 contributors for this article] (2021). An Umbrella Review of Aphasia Intervention descriPtion In Research: the AsPIRE project. Aphasiology. ISSN 0268-7038. doi: 10.1080/02687038.2020.1852001
• Landmark, Anne Marie Dalby; Nilsson, Elin; Ekström, Anna & Svennevig, Jan (2021). Couples living with dementia managing conflicting knowledge claims. Discourse Studies. ISSN 1461-4456. 23(2), p. 191–212. doi: 10.1177/1461445620966918 Full text in Research Archive
• Lo, Chang Huan; Rosslund, Audun; Chai, Jun Ho; Mayor, Julien & Kartushina, Natalia (2021). Tablet assessment of word comprehension reveals coarse word representations in 18–⁠20‐month‐old toddlers. Infancy. ISSN 1525-0008. 26(4), p. 596–616. doi: 10.1111/infa.12401 Full text in Research Archive
• Gharibi, Khadij & Mirvahedi, Seyed Hadi (2021). ‘You are Iranian even if you were born on the moon’: family language policies of the Iranian diaspora in the UK. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2021.1935974 Full text in Research Archive
• De Korne, Haley & Weinberg, Miranda (2021). 'I learned that my name is spelled wrong': Lessons from Mexico and Nepal on teaching literacy for Indigenous language reclamation. Comparative Education Review. ISSN 0010-4086. 65(2), p. 288–309. doi: 10.1086/713317
• Urbanik, Pawel Kazimierz (2021). Directives in the construction site: Grammatical design and work phases in second language interactions with crane operators. Journal of Pragmatics. ISSN 0378-2166. 178, p. 43–67. doi: 10.1016/j.pragma.2021.02.016 Full text in Research Archive
• Svennevig, Jan (2021). How to do things with signs. The formulation of directives on signs in public spaces. Journal of Pragmatics. ISSN 0378-2166. 175, p. 165–183. doi: 10.1016/j.pragma.2021.01.016 Full text in Research Archive
• Mirvahedi, Seyed Hadi (2021). What can interactional sociolinguistics bring to the family language policy research table? The case of a Malay family in Singapore. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. p. 1–16. doi: 10.1080/01434632.2021.1879089 Full text in Research Archive

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• Blackwood, Robert & Røyneland, Unn (2022). Spaces of Multilingualism. Routledge. ISBN 9780367646899. 254 p.
• Røyneland, Unn & Blackwood, Robert (2022). Multilingualism across the Lifespan. Routledge. ISBN 9780367646820. 268 p.
• Lane, Pia; Kjelsvik, Bjørghild & Myhr, Annika Bøstein (2022). Negotiating Identities in Nordic Migrant Narratives: Crossing Borders and Telling Lives. Palgrave Macmillan. ISBN 978-3-030-89108-4. 214 p.
• Skovholt, Karianne; Landmark, Anne Marie Dalby; Sikveland, Rein Ove & Solem, Marit Skarbø (2021). Samtaleanalyse. En praktisk innføring. Cappelen Damm Akademisk. ISBN 9788202689711. 252 p.
• Svendsen, Bente Ailin (2021). Flerspråklighet - til begeistring og besvær. Gyldendal Akademisk. ISBN 9788205548039. 302 p. Show summary

  Flerspråklighet fremstilles ofte som en ressurs, i politikk, medier, utdanning og forskning, gjerne uten at det vises hvordan, når eller for hvem det er en ressurs. Denne boka presenterer og problematiserer «flerspråklighet som ressurs»-perspektivet. Den gir en samlet fremstilling av flerspråklighet både i et sosialt og kognitivt perspektiv, i en samtidig så vel som i en historisk sammenheng. Boka tar opp tilegnelse og bruk av flere språk, flerspråklighetens kognitive fordeler og flerspråklighet i familien, blant unge, i opplæringen, i medier, på arbeidsplassen og i offentlige rom. Flerspråklighet - til begeistring og besvær stimulerer til diskusjon og kritisk analyse av de komplekse offentlige samtalene om temaet.

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• Blackwood, Robert & Røyneland, Unn (2022). Introduction. In Blackwood, Robert & Røyneland, Unn (Ed.), Spaces of Multilingualism. Routledge. ISSN 9780367646899. p. 1–7.
• Røyneland, Unn & Blackwood, Robert (2022). Introduction. In Røyneland, Unn & Blackwood, Robert (Ed.), Multilingualism across the Lifespan. Routledge. ISSN 9780367646820. p. 1–9.
• Lanza, Elizabeth (2021). Family Language Policies: Do We Need Them? Psychology Today. ISSN 0033-3107.
• Sevinc, Yesim; Krulatz, Anna; Torgersen, Eivind Nessa & Christison, MaryAnn (2021). Fostering Multilingual Pedagogies in Norwegian ESL Classrooms: Teachers’ Beliefs, Practices and Needs.
• Røyneland, Unn (2021). Har Norden et språkfellesskap?
• Røyneland, Unn; Lane, Pia & Grenoble, Lenore (2021). Linguistic Minorities in Europe online.
• Lane, Pia Marit Johanne (2021). Multilingualism and language endangerment.
• García González, Elisabet & Lanza, Elizabeth (2021). Languages in Lockdown. Show summary

  Over the last year, measures to contain the COVID-19 pandemic have affected our lives in unprecedented ways. One notable change has been the amount of time children have spent at home during repeated lockdowns and school closures. In families where more than one language is spoken, this new situation had the potential to change patterns of language use. In the spring and summer of 2020, a team of researchers in the UK and one in Norway came together to get a snapshot of language use in multilingual families during the first lockdown through a survey. In this webinar researchers from the Centre for Literacy and Multilingualism (UK), UCL (UK), and MultiLing (Norway) will share some of the insights from this work, and they will be joined on the panel by parents who took part in the research. We welcome audience participation, and there will be ample opportunity to engage with questions from participants.

• Opsahl, Toril (2021). Introduction to the NorPol project. Show summary

  Program Part I Workshop 14.15 Welcome. Presentation of the NorPol project. Toril Opsahl (MultiLing, UiO) 14.30 Practices for doing work together: observations from a multilingual construction site. Linda Kahlin and Hedda Söderlundh (Södertörn University, Sweden) and Matylda Weidner (Kazimierz Wielki University, Poland) Chair: Paweł K. Urbanik 15.00 Stereotypes of migrant workers and language in the Norwegian construction industry. Kamilla Kraft (Copenhagen University, Denmark) Chair: Magdalena Solarek-Gliniewicz 15.30 Break (15 minutes) 15.45 “Why should I make my life harder?” – Identity and name change in a narrative of a Polish migrant in Norway. Maria Obojska (MLing, University of Luxembourg) Chair: Oliwia Szymańska 16.15 Participating in a conversation in Norwegian L2. Paulina Horbowicz (Adam Mickiewicz University, Poland) Chair: Piotr Garbacz 16.45–17.15 General discussion and closing of the first part of the program. Chair: Jan Svennevig Part II Guest lecture 18.30–19.30 Identity, Language Learning, and the Multilingual Workplace. Professor Bonny Norton (University of British Columbia) Chair: Anne Golden

• Rodina, Yulia; Fyndanis, Valantis; Johannessen, Janne Bondi; Lundquist, Bjørn; Kaldhol, Nina Hagen & Tengesdal, Eirik [Show all 7 contributors for this article] (2021). Second language acquisition and language processing: Grammatical gender in Norwegian.
• Szymanska, Oliwia (2021). An L2-speaking doctor in Norwegian health care: Expectations, Domains and Challenges .
• Szymanska, Oliwia (2021). Norsk som andrespråk i (lege)praksis.
• Sevinc, Yesim (2021). Mother tongue into socioemotional encounters of multilingualism. Show summary

  In many areas of the world, social, emotional and institutional challenges in using mother languages are still inevitable. Undoubtedly, there is much to do about the promotion and implementation of multilingualism and the maintenance of the mother language in practice. This event will serve as a powerful reminder of the challenges and inequalities that multilinguals continue to experience on a daily basis when using or maintaining their mother languages. As researchers, we aim to remind everyone once again that multilingual children of immigrant and/or indigenous communities have an international right to speak, grow up with, and be educated in their own mother language or languages, wherever they reside. We encourage multilinguals, multilingual families, communities, researchers and teachers to take the responsibility for promoting multilingual children's resilience and well-being to cope with the challenges and stand up for their mother languages and multilingualism. The social contexts covered at this year's event: -- daily life contexts (e.g., home, school, workplace, outside in society) -- healthcare -- family Session format This digital event features one 45-minute lecture and three 15-minute talks in three sessions followed by 10-minute discussions. The sessions will be recorded and made partially available online for dissemination purposes. Please find the full program here.

• Andersen, Mari J. Wikhaug (2021). Multilingual students, mainly monolingual classroom: Beliefs and practices of a vocational program subject teacher.
• Andersen, Mari J. Wikhaug (2021). "We speak Norwegian in the classroom": Teachers' beliefs and monolingual practices in mainstream vocational classes.
• Buzungu, Hilde Fiva & Hansen, Jessica Pedersen Belisle (2021). Er tegnspråktolking mer komplekst enn talespråktolking?
• Svendsen, Bente Ailin (2021). Er dette en språkfeil som er kommet for å bli? [Internet]. NRK.
• Svendsen, Bente Ailin (2021). Vi syns ofte folk snakket rart før i tiden. Mye har skjedd med talespråket på 70 år. [Internet]. Forskning.no.
• Svendsen, Bente Ailin (2021). Er dette en språkfeil som er kommet for å bli? [Radio]. NRK.
• Hansen, Jessica Pedersen Belisle (2021). Tolking via video. Teknologi, tolking og tjenesteorganisering.
• Hansen, Jessica Pedersen Belisle (2021). Tolking via video - Et spørsmål om tjenesteorganisering eller samhandling? .
• Hansen, Jessica Pedersen Belisle (2021). Tolking via video: Om å skape mening i et sammensatt rom for samhandling.
• Hansen, Jessica Pedersen Belisle (2021). Talking face-to-face vs. online video - An interactional view.
• Lomeu Gomes, Rafael; Lanza, Elizabeth & Athari, Zahir (2021). Nanny State? Integration, kinship and identity among refugee and asylum-seeking unaccompanied minors.
• Lanza, Elizabeth (2021). Transnationalism and family language policy in an era of global mobility: Discussion.
• García González, Elisabet (2021). Homecoming: Multilingualism as a source of family wellbeing amidst the global pandemic .
• Opsahl, Toril (2021). Å telje tel. (Melding av Språkfakta 2020.). Prosa - tidsskrift for skribenter. ISSN 0805-276X. 27(3), p. 50–55.
• Opsahl, Toril & Selmer-Anderssen, Per Christian (2021). Stemmer det at hele byens ungdom sier «wolla» og «flæ»? [Newspaper]. Aftenposten.
• Opsahl, Toril (2021). Dialekt.
• Opsahl, Toril (2021). Sosiolekt.
• Svendsen, Bente Ailin & Goodchild, Samantha (2021). How We Talk about Language: Exploring Citizen Sociolinguistics. Rymes, Betsy, Cambridge, UK: Cambridge University Press. 2020. 201 pp. 1st edition, ISBN: 9781108725965. Journal of Sociolinguistics. ISSN 1360-6441. doi: 10.1111/josl.12511
• Urbanik, Pawel; Opsahl, Toril & Lilleslåtten, Mari (2021). Polske anleggsarbeidere bruker norsk språk målrettet for å løse oppgaver. [Internet]. HF-aktuelt.
• Svendsen, Bente Ailin (2021). Hvorfor er det ikke lov å si «flus» og «wolla» i Dagsrevyen når dialekter er lov? [Newspaper]. Aftenposten.
• Sevinc, Yesim (2021). Let's talk about Heritage Language Anxiety! [Internet]. Raising Multilinguals Live.
• Røyneland, Unn (2021). Språkpolitikk og språksituasjonen i Norge.
• Svendsen, Bente Ailin (2021). Flerspråklighet - en ressurs i norskopplæringen?
• Svendsen, Bente Ailin (2021). Er flerspråklighet egentlig en fordel? [Internet]. Gyldendal Fagbokpod.
• Krulatz, Anna; Christison, MaryAnn; Lorenz, Eliane & Sevinc, Yesim (2021). Professional development for teachers of multilingual learners: Teacher beliefs, knowledge, and pedagogical practice.
• Krulatz, Anna; Sevinc, Yesim; Christison, MaryAnn; Neokleous, Georgios; Iversen, Jonas Yassin & Torgersen, Eivind Nessa (2021). Creating a space for multilingualism in EFL/ESL classrooms in Norway.
• Vebenstad, Marit Aaby & Simonsen, Hanne Gram (2021). Frustrert baby? Dette kan hjelpe. [Internet]. klikk.no - Foreldre.
• Ribu, Ingeborg Sophie; Hansen, Pernille; Simonsen, Hanne Gram & Norvik, Monica I. (2021). Narrative production in speakers with and without dementia.
• Ribu, Ingeborg Sophie; Norvik, Monica I. ; Lehtonen, Minna & Simonsen, Hanne Gram (2021). Free word associations in healthy aging and dementia.
• Ribu, Ingeborg Sophie; Theimann, Ane Ylje Opedal; Kuzmina, Ekaterina; Goral, Mira; Iacorossi, Michela & Lehtonen, Minna [Show all 8 contributors for this article] (2021). Predictive ability in bilingual speakers with and without aphasia.
• Hansen, Jessica (2021). Co-creating an interactional space in video-interpreted interaction. Show summary

  Video-technology is generally considered to be an efficient way to provide interpreting services, as it allows participants to cut travel time and costs while at the same time providing an interactional space promising the participants visual access to each-other. Based on conversation analysis, this paper explores how the participants in video-interpreted hospital settings organize their interactional space, and through these actions display an orientation to the interpreters’ rights and obligations in the interaction. Although visual access is thought to benefit interpreting, this analysis shows how the participants do not necessarily create a shared interactional space displaying all the participants. In this paper, I explore how the professionals on each side of the technology (the interpreter and the medical professional) orient to the visual configuration of the setting, and how this reflects back on professional practices and mutual expectations. The participants’ visual access to each-other might be (but is not always) brought up during the opening of the video-interpreted meeting. Although participants’ lack of visual access to each-other may cause problems in the interaction (e.g. misunderstandings regarding who is referred to by the second person pronoun), questions of how to sit or visual access are not necessarily treated by the interpreter as relevant to respond to or engage with. For instance, by interpreting the medical professional’s question about seating arrangements rather than responding, an interpreter contributes to delimiting the question to a matter between the doctor and patient rather than a matter of visual access for the interpreter. While the participants’ actions indicate an orientation to perceived interactional rights and obligations of the interpreter, the visual configuration of the setting has consequences for the interpreter’s access to the interactional space and subsequently for the interpreting.

• Lanza, Elizabeth (2021). How Grandparents Impact Languages in the Family. Psychology Today. ISSN 0033-3107.
• Köder, Franziska Maria & Falkum, Ingrid Lossius (2021). Irony and perspective-taking in children: The roles of norm violations and tone of voice.
• Norvik, Monica I. ; Winsnes, Ingvild Elisabeth & Bekkhus-Wetterberg, Peter (2021). Primær progressiv afasi – relevans for logopeder.
• Norvik, Monica I. & Winsnes, Ingvild Elisabeth (2021). A Narrative Approach to Working with Primary Progressive Aphasia: A case study.
• Arum, Nuranindia Endah (2021). Lived language learning experience of an Indonesian engineer in a Norwegian multinational oil company: Work in progress and first findings.
• Borthen, Kaja & Opsahl, Toril (2021). Mange synes de er en uting, men kanskje har småordene en viktig funksjon? [Radio]. NRK Språksnakk.
• Van Baal, Yvonne & Natvig, David (2021). Introduction to the special issue on Heritage languages & Bilingualism. Nordic Journal of Linguistics. ISSN 0332-5865. p. 1–4. doi: 10.1017/S0332586521000172
• Szymanska, Oliwia (2021). Å se verden med ulike briller: Norsk som andrespråk.
• Røyneland, Unn (2021). Doing it with style: Negotiating language, body and belonging.
• Røyneland, Unn (2021). Utfordringar og dilemmaer for nordisk nabospråkskommunikasjon.
• Røyneland, Unn & Goodchild, Samantha (2021). The construction and deconstruction of lects – labelling of heterogeneous and fluid linguistic practices.
• Røyneland, Unn (2021). Multilektale skrivepraksisar på sosiale medium.
• Mesthrie, Rajend; Opsahl, Toril & Røyneland, Unn (2021). Contesting Stereotypes: Language, Body, and Belonging (Norwegian cases).
• Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille; Kacprak, Agnieszka; Kilanowska, Jolanta & Komorowska, Ewa [Show all 13 contributors for this article] (2021). PolkaNorski "Polish and Norwegian language and world knowledge development in mono- and multilingual children"". Show summary

  The presentation would show the basic goals and plans of the PolkaNorski project, which will investigate the development of language skills and world knowledge in Polish-Norwegian multilingual children and their monolingual peers in Poland and Norway.

• Garmann, Nina Gram; Haman, Ewa; Hansen, Pernille; Kacprzak, Agnieszka; Kilanowska, Jolanta & Kleppe, Rasmus [Show all 15 contributors for this article] (2021). PolkaNorski. Show summary

  The project investigates the development of language skills and world knowledge in Polish-Norwegian multilingual children and their monolingual peers in Poland and Norway.

• Lanza, Elizabeth (2021). Digital communication in the family.
• Fyndanis, Valantis; Haman, Ewa; Łuniewska, Magdalena & Simonsen, Hanne Gram (2021). Meeting a need for tools: Experiences from two international network.
• Simonsen, Hanne Dybwad Gram & Southwood, Frenette (2021). Child language assessment across different multilingual contexts: Insights and challenges from South and North.
• Lanza, Elizabeth; Liemacher-Riebold, Ute; Rosenback, Rita & Yung, Tetsu (2021). Raising Multilinguals Live: Family Language Policies and Practices. [Internet]. Raising Multilinguals Live.
• Svennevig, Jan & Hamilton, Heidi (2021). Fostering Storytelling by Persons with Dementia in Multiparty Conversation.
• Androutsopoulos, Jannis & Deumert, Ana (2021). Small shop signs in Cape Town and Hamburg: Situated semiosis and semiotic creativity in North and South.
• De Fina, Anna; Golden, Anne & Tonne, Ingebjørg (2021). Narrative, Identities and Experience in Discourse Practices of Migrants.
• Opsahl, Toril & Svendsen, Bente Ailin (2021). «... kom ta min hånd og bli med meg på en tur rundt i byen ...» – Janne og urbant språkmangfold.
• Røyneland, Unn & Hårstad, Stian (2021). Gammelnavsk, dialekt i meldinger og Dag Sørås. [Radio]. Språksnakk, NRK P2.
• Szymanska, Oliwia (2021). Drepe kameler, brenne broer og båter. Om metaforisk bevissthet i flerkulturelle samfunn.
• Killmer, Helene; Svennevig, Jan & Beeke, Suzanne (2021). Agency in Collaborative Storytelling - reflecting Competence in Aphasia.
• Garmann, Nina Gram (2021). Barnehagen - en arena for flerspråklig utvikling.
• Solarek-Gliniewicz, Magdalena (2021). In a completely new reality with Norwegian speaking patients – language barriers and strategies used by Polish physicians with Norwegian as their L2 in specialised health care in Norway.
• Garbacz, Piotr; Golden, Anne; Opsahl, Toril; Solarek-Gliniewicz, Magdalena; Svennevig, Jan & Szymanska, Oliwia [Show all 7 contributors for this article] (2021). Hva hemmer og fremmer kommunikasjon mellom nordmenn og polakker? Utrop - Norges første flerkulturelle avis.
• Hansen, Jessica Pedersen Belisle (2021). Video mediated interpreting. The interactional accomplishment of interpreting in video-mediated environments. . Universitetet i Oslo.

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