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 Anna Krulatz; Georgios Neokleous & Anne Dahl (ed.),  Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications.  Multilingual Matters.  ISBN 9781788926409.  12.
• Urbanik, Pawel & Svennevig, Jan (2021). Action-Depicting Gestures and Morphosyntax: The Function of Gesture-Speech Alignment in the Conversational Turn. Frontiers in Psychology.  ISSN 1664-1078.  12 . doi: 10.3389/fpsyg.2021.689292 Show summary

  The current study examines the role of action-depicting gestures in conversational turns by focusing on their semantic characteristics and temporal position in relation to their verbal affiliates (action verbs or more complex verb phrases). The data are video recordings of naturally occurring interactions in multilingual construction sites in Norway. The analysis distinguishes two modes of action depiction: generic depictions, which represent the action as a general type, and contextualized depictions, which in addition include deictic references to the spatio-material environment or iconic representations of the specific manner of action performance. These two modes typically occupy different positions in the turn. Generic depictions are mostly initiated before the verbalization of the action or are synchronized with it, while contextualized depictions mostly start simultaneously with the verbalization and extend beyond the verb phrase or the turn. The pre-positioned and synchronized generic gestures are shown to serve as a practice for facilitating recognition of the verbalized action and may be temporally manipulated in order to pre-empt understanding problems in the face of reduced common linguistic resources. The post-positioned contextualized depictions serve instead to add specifying information about aspects of the action referred to and thereby to complement or supplement the meaning of the verb phrase, securing understanding of action specifics. The study contributes to research on gesture-speech synchrony by demonstrating how variation in the alignment of action depiction and syntax is used to direct the recipient’s attention toward different interactional goals.

• D'Alessandro, Roberta; Natvig, David Albert & Putnam, Michael T. (2021). Addressing Challenges in Formal Research on Moribund Heritage Languages: A Path Forward. Frontiers in Psychology.  ISSN 1664-1078.  12 . doi: 10.3389/fpsyg.2021.700126
• Hansen, Jessica Pedersen Belisle & Svennevig, Jan (2021). Creating space for interpreting within extended turns at talk. Journal of Pragmatics.  ISSN 0378-2166.  182, s 144- 162 . doi: 10.1016/j.pragma.2021.06.009
• Kartushina, Natalia; Rosslund, Audun & Mayor, Julien (2021). Toddlers raised in multi-dialectal families learn words better in accented speech than those raised in monodialectal families. Journal of Child Language.  ISSN 0305-0009. . doi: 10.1017/S0305000921000520
• Garmann, Nina Gram; Hansen, Pernille; Simonsen, Hanne Gram; Holm, Elisabeth; Tengesdal, Eirik; Post, Brechtje & Payne, Elinor (2021). Vocalic Intrusions in Consonant Clusters in Child-Directed vs. Adult-Directed Speech. Frontiers in Psychology.  ISSN 1664-1078.  12, s 1- 13 . doi: 10.3389/fpsyg.2021.688002 Show summary

  In this paper, we investigate a prosodic-phonetic feature in child-directed speech within a dynamic, complex, interactive theoretical framework. We focus on vocalic intrusions, commonly occurring in Norwegian word initial consonant clusters. We analysed child-directed speech from nine Norwegian-speaking mothers to their children, aged 2;6, 4, and 6 years, and compared the incidence and duration of vocalic intrusions in initial consonant clusters in these data with those in adult-directed speech and child speech. When viewed overall, vocalic intrusion was found to be similar in incidence in child- and adult-directed speech. However, closer examination revealed differential behaviour in child-directed speech for certain conditions. Firstly, a difference emerged for one particular phonetic context: While vocalic intrusions in /Cr/ clusters are frequent in adult-directed speech, their presence is near-categorical in child-directed speech. Secondly, we found that the duration of vocalic intrusions was longer in child- than in adult-directed speech, but only when directed to 2;6-year-olds. We argue that vocalic intrusions in child-directed speech may have both a bonding as well as a didactic function, and that these may vary according to the age of the child being addressed.

• Opsahl, Toril (2021). Invisible Presence?: Polish in Norwegian Public Space, In Robert Blackwood & Deirdre A. Dunlevy (ed.),  Multilingualism in Public Spaces: Empowering and Transforming Communities.  Bloomsbury Academic.  ISBN 9781350186590.  Ch. 5.
• 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), s 288- 309 . doi: 10.1086/713317
• 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.
• 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.
• Natvig, David Albert & Salmons, Joseph C. (2021). Connecting structure and variation in sound change. Cadernos de Linguística.  ISSN 2675-4916.  2(1), s 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 Joanna Rokita-Jaśkow & Agata Wolanin (ed.),  Facing Diversity in Child Foreign Language Education.  Springer.  ISBN 978-3-030-66021-5.  17.  s 271 - 289
• Dipper, Lucy T.; Franklin, S.; de Aguiar, V.; Baumgaertner, A; Brady, Marian C.; Best, Wendy; Bruehl, S.; Denes, F.; Godecke, E.; Gil, M.; Knoph, Monica I. K.; Kirmess, Melanie; Markey, C.; Meinzer, Marcus; Mendez Orellana, C.; Nouwens, F.; Rose, M.L.; van de Sandt, M.; Withworth, A. & Visch-Brink, E.G. (2021). An Umbrella Review of Aphasia Intervention descriPtion In Research: the AsPIRE project. Aphasiology.  ISSN 0268-7038. . doi: /10.1080/02687038.2020.1852001
• Natvig, David Albert (2021). Variation and stability of American Norwegian /r/ in contact. Linguistic Approaches to Bilingualism.  ISSN 1879-9264. . doi: http://doi.org/10.1075/lab.20085.nat
• 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), s 596- 616 . doi: 10.1111/infa.12401 Full text in Research Archive.
• 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, s 43- 67 . doi: 10.1016/j.pragma.2021.02.016 Show summary

  The paper investigates directives addressed to tower crane operators by a construction worker. By examining grammatical variation in connection with load relocation tasks, the study shows how the design and the sequential positioning of directive turns vary systematically according to a particular phase of the work task and the overall structural organization of the activity. The worker's selection of lexico-syntactic forms and embodied actions displays an orientation to the different stages of the work task being carried out. The sequential, compositional and morpho-syntactic differences in the formation of directives serve to manage and display task progressivity. The worker speaks L2 Norwegian with several unidiomatic features, but nonetheless displays a systematic differentiation between the forms in orienting to the sequential and phase-structural characteristics of the actions being performed.

• Killmer, Helene; Beeke, Suzanne & Svennevig, Jan (2021). Collaborative storytelling with a person with aphasia - Promoting agency in a multiparty interaction. Journal of Interactional Research in Communication Disorders.  ISSN 2040-5111.
• 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.  s 1- 16 . doi: 10.1080/01434632.2021.1879089
• 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, s 165- 183 . doi: 10.1016/j.pragma.2021.01.016
• Landmark, Anne Marie Dalby; Nilsson, Elin; Ekström, Anna & Svennevig, Jan (2021). Couples living with dementia managing conflicting knowledge claims. Discourse Studies.  ISSN 1461-4456.
• 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, s 165- 183 . doi: 10.1016/j.pragma.2021.01.016
• Opsahl, Toril (2021). Dead, but Won’t Lie Down? Grammatical Gender among Norwegians. Journal Of Germanic Linguistics.  ISSN 1470-5427.  33(1), s 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.

• Rasmus, Sini & Lane, Pia (2021). New speakers of Sámi: From insecurity to pride. Linguistic Minorities in Europe Online (LME).
• Jylkka, Jussi; Laine, Matti & Lehtonen, Minna (2020). Does language switching behavior rely on general executive functions?. Bilingualism: Language and Cognition.  ISSN 1366-7289.  s 1- 13 . doi: 10.1017/S1366728920000619
• Fikkert, Paula; Liu, Liquan & Ota, Mitsuhiko (2020). The acquisition of word prosody, In Carlos Gussenhoven & Aoju Chen (ed.),  The Oxford Handbook of Language Prosody.  Oxford University Press.  ISBN 9780198832232.  Kapittel.  s 541 - 552

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• Skovholt, Karianne; Landmark, Anne Marie Dalby; Sikveland, Rein Ove & Solem, Marit Skarbø (2021). Samtaleanalyse. En praktisk innføring. Cappelen Damm Akademisk.  ISBN 9788202689711.  252 s.
• Svendsen, Bente Ailin (2021). Flerspråklighet - til begeistring og besvær. Gyldendal Akademisk.  ISBN 9788205548039.  302 s. 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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• Ribu, Ingeborg Sophie; Theimann, Ane Ylje Opedal; Kuzmina, Ekaterina; Goral, Mira; Iacorossi, Michela; Lehtonen, Minna; Norvik, Monica I. & Simonsen, Hanne Gram (2021). Predictive ability in bilingual speakers with and without aphasia.
• 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.
• Hansen, Jessica Pedersen Belisle (2021). Tolking via video. Teknologi, tolking og tjenesteorganisering.
• 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: https://doi.org/10.1111/josl.12511
• Opsahl, Toril (2021). Sosiolekt.
• Opsahl, Toril (2021). Dialekt.
• Opsahl, Toril & Selmer-Anderssen, Per Christian (2021, 15. juni). Stemmer det at hele byens ungdom sier «wolla» og «flæ»?.  Aftenposten.
• Opsahl, Toril (2021). Å telje tel. (Melding av Språkfakta 2020.). Prosa - tidsskrift for skribenter.  ISSN 0805-276X.  27(3), s 50- 55
• García González, Elisabet (2021). Homecoming: Multilingualism as a source of family wellbeing amidst the global pandemic.
• Lanza, Elizabeth (2021). Transnationalism and family language policy in an era of global mobility: Discussion.
• Lomeu Gomes, Rafael; Lanza, Elizabeth & Athari, Zahir (2021). Nanny State? Integration, kinship and identity among refugee and asylum-seeking unaccompanied minors.
• Lanza, Elizabeth (2021). How Grandparents Impact Languages in the Family. Psychology Today.  ISSN 0033-3107. . doi: https://www.psychologytoday.com/intl/blog/living-languages/202105/how-grandparents-impact-languages-in-the-family
• Hansen, Jessica Pedersen Belisle (2021). Talking face-to-face vs. online video - An interactional view.
• Hansen, Jessica Pedersen Belisle (2021). Tolking via video: Om å skape mening i et sammensatt rom for samhandling.
• Hansen, Jessica Pedersen Belisle (2021). Tolking via video - Et spørsmål om tjenesteorganisering eller samhandling?.
• Hansen, Jessica Pedersen Belisle (2021). Video mediated interpreting. The interactional accomplishment of interpreting in video-mediated environments..
• 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.
• Svendsen, Bente Ailin (2021, 21. mai). Er flerspråklighet egentlig en fordel?. [Internett].  Gyldendal Fagbokpod.
• Svendsen, Bente Ailin (2021). Flerspråklighet - en ressurs i norskopplæringen?.
• Røyneland, Unn (2021). Språkpolitikk og språksituasjonen i Norge.
• Svendsen, Bente Ailin (2021, 14. mai). Hvorfor er det ikke lov å si «flus» og «wolla» i Dagsrevyen når dialekter er lov?.  Aftenposten.
• Sevinc, Yesim (2021, 18. mai). Let's talk about Heritage Language Anxiety!. [Internett].  Raising Multilinguals Live.
• Svendsen, Bente Ailin (2021, 10. april). Vi syns ofte folk snakket rart før i tiden. Mye har skjedd med talespråket på 70 år. [Internett].  Forskning.no.
• Svendsen, Bente Ailin (2021, 17. mars). Er dette en språkfeil som er kommet for å bli?. [Radio].  NRK.
• Svendsen, Bente Ailin (2021, 17. mars). Er dette en språkfeil som er kommet for å bli?. [Internett].  NRK.
• Buzungu, Hilde Fiva & Hansen, Jessica Pedersen Belisle (2021). Er tegnspråktolking mer komplekst enn talespråktolking?.
• García González, Elisabet & Lanza, Elizabeth (2021, 22. april). Languages in Lockdown. [Internett]. 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.

• Lane, Pia Marit Johanne (2021). Multilingualism and language endangerment.
• Røyneland, Unn (2021). Har Norden et språkfellesskap?.
• Røyneland, Unn; Lane, Pia & Grenoble, Lenore (2021). Linguistic Minorities in Europe online.
• 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.
• Andersen, Mari J. Wikhaug (2021). "We speak Norwegian in the classroom": Teachers' beliefs and monolingual practices in mainstream vocational classes.
• Andersen, Mari J. Wikhaug (2021). Multilingual students, mainly monolingual classroom: Beliefs and practices of a vocational program subject teacher.
• Krulatz, Anna; Christison, MaryAnn; Lorenz, Eliane & Sevinc, Yesim (2021). Professional development for teachers of multilingual learners: Teacher beliefs, knowledge, and pedagogical practice.
• 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.

• Sevinc, Yesim; Krulatz, Anna; Torgersen, Eivind Nessa & Christison, MaryAnn (2021). Fostering Multilingual Pedagogies in Norwegian ESL Classrooms: Teachers’ Beliefs, Practices and Needs.
• Szymanska, Oliwia (2021). An L2-speaking doctor in Norwegian health care: Expectations, Domains and Challenges.
• Szymanska, Oliwia (2021). Norsk som andrespråk i (lege)praksis.
• Rodina, Yulia; Fyndanis, Valantis; Johannessen, Janne Bondi; Lundquist, Bjørn; Kaldhol, Nina Hagen; Tengesdal, Eirik & Türker-van der Heiden, Emel (2021). Second language acquisition and language processing: Grammatical gender in Norwegian.
• Opsahl, Toril (2021). Introduction to the NorPol project.
• Lanza, Elizabeth; Liemacher-Riebold, Ute; Rosenback, Rita & Yung, Tetsu (2021, 19. januar). Raising Multilinguals Live: Family Language Policies and Practices. [Internett].  Raising Multilinguals Live.
• Lanza, Elizabeth (2021). Family Language Policies: Do We Need Them?. Psychology Today.  ISSN 0033-3107.
• Garbacz, Piotr; Golden, Anne; Opsahl, Toril; Solarek-Gliniewicz, Magdalena; Svennevig, Jan; Szymanska, Oliwia & Urbanik, Pawel Kazimierz (2021). Hva hemmer og fremmer kommunikasjon mellom nordmenn og polakker?. Utrop - Norges første flerkulturelle avis.
• Hansen, Pernille; Landmark, Anne Marie; Simonsen, Hanne Gram & Svennevig, Jan (2020). Word finding difficulties in testing and conversation: An interdisciplinary approach to the study of multilinguals with dementia.
• Valen-Sendstad, Ingvild Badhwar (2020). Shame and self-regulation: Experiencing gaps in health literacy.
• Solovova, Olga (2020). New Speakers of Russian in the Norwegian North: Motivations and Attitudes.
• Solovova, Olga (2020). New Speakers in Northern Norway: Zooming in, zooming out on the use of Russian.
• Solovova, Olga (2020). New Speakers in Northern Norway: Zooming in, zooming out on the use of Russian.
• Solovova, Olga (2020). Sociolinguistics, narratives and multilingualism.
• Solovova, Olga (2020). Migration research discourses in Portuguese and Russian media representations of people on the move.
• Lanza, Elizabeth; Liu, Liquan; Gonzalez, Elisabet; Sevinc, Yesim; Simonsen, Hanne Gram; Norvik, Monica I. & Hansen, Pernille (2020). The MultiLingual Mind Across the Lifespan.
• Byers-Heinlein, Krista; ManyBabies, Consortium & Liu, Liquan (2020). A Multi-lab study of gaze-following development in monolingual and bilingual infants.
• Liu, Liquan (2020). Revisiting infant distributional learning using event-related potentials: Does Unimodal always inhibit and Bimodal always facilitate?.
• Zeng, Jenny & Liu, Liquan (2020). Mandarin infants' and adults' cue-weighting of English lexical stress..
• Zeng, Jenny & Liu, Liquan (2020). Word-level rhythmic cue-weighting in Mandarin infants and adults – the effects of ITL and language-specific influence..
• Liu, Liquan (2020). Bilingual and tone language experience affect infants' lexical tone perception..
• Baa, L.; Juvik, E.B.; Köder, Franziska & Garraffa, Maria (2020). Nórth Sami translation/adaptation of the LEAP-Questionnaire.
• Juvik, E.B.; Köder, Franziska & Garraffa, Maria (2020). Norwegian translation/adaptation of the LEAP-Questionnaire.
• Urbanik, Pawel Kazimierz (2020). Formidling av rettigheter i politiavhør i Norge.
• Urbanik, Pawel Kazimierz (2020). Hvordan informerer politiet de mistenkte om deres rettigheter og plikter.
• Urbanik, Pawel Kazimierz (2020). Hvordan informere om rettigheter og plikter på en forståelig måte og når bruke tolk?.
• Gudmundsen, Jenny (2020, 31. oktober). Walid (27) lærer norsk over en kopp kaffe. [Internett].  https://journalen.oslomet.no/.
• Lomeu Gomes, Rafael (2020). (Super)diversidade, Migração e Colonialidade.
• Lomeu Gomes, Rafael (2020). ‘Não Danço Samba’: Multilinguismo Familiar a partir de uma Perspectiva Decolonial.
• Lomeu Gomes, Rafael (2020). Family Multilingualism through a ‘Translingual Lens’: Current Theoretical Orientations and Challenges.
• Hansen, Jessica Pedersen Belisle (2020). Kommunikasjon via tolk.
• Hansen, Jessica Pedersen Belisle (2020). På rettssikkerheten løs. Avisa Vårt land. Show summary

  Frp foreslår at vi bør kutte retten til gratis tolk til innvandrere etter fem års botid i landet. Dette er en dårlig idé. Som minoritetsspråklig i Norge får man ikke tolk til hva som helst. Når det bestilles tolk i dag, står det ofte noe på spill (for eksempel rettssikkerhet eller tilgang til faglig forsvarlige tjenester), i tillegg til at de som skal snakke sammen ikke har et felles språk. Altså vil tolkingen være nødvendig for å få gjennomført viktige samtaler.

• Szymanska, Oliwia & Golden, Anne (2020). Do Polish students grasp the point in Norwegian? A study on students’ comprehension of everyday metaphorical expressions from two conceptual metaphors..
• De Korne, Haley (2020). Research on multilingualism.
• Svendsen, Bente Ailin (2020). Citizen Sociolinguistics and Ethnography – Different, but Same? Critical Perspectives.
• Solarek-Gliniewicz, Magdalena (2020). Samhandling ved konsultasjoner i spesialisthelsetjenesten i Norge. Erfaringer fra Tolkesentalen..

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