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Andersen, Mari J. Wikhaug (2024). Vocational teachers as policy actors: “Multilingualism as a resource” in Norwegian vocational education. Apples - Journal of Applied Language Studies. ISSN 1457-9863. 18(1), p. 135–157. doi: 10.47862/apples.136338.
Kristoffersen, Kristian Emil & Simonsen, Hanne Gram (2024). The relationship between vocabulary and grammar in two children with 5p deletion syndrome. Clinical Linguistics & Phonetics. ISSN 0269-9206. doi: 10.1080/02699206.2024.2359461.
Rafferty, M. Blake; Saltuklaroglu, Tim; Paek, Eun Jin; Reilly, Kevin J.; Jenson, David & Thornton, David [Show all 7 contributors for this article] (2024). Syntactic constructions drive cortical tracking in the absence of lexical content: an electrophysiological investigation of sentence processing during reading. Language, Cognition and Neuroscience. ISSN 2327-3798. doi: 10.1080/23273798.2024.2348649.
Olstad, Anne Marte Haug; Smolander, Anna; Strömbergsson, Sofia; Ylinen, Sari; Lehtonen, Minna & Kurimo, Mikko [Show all 11 contributors for this article] (2024). Collecting Linguistic Resources for Assessing Children’s Pronunciation of Nordic Languages. Proceedings of LREC. Full text in Research Archive
Andresen, Hanna Solberg; Delucchi Danhier, Renate & Mertins, Barbara (2024). Dominant-while-speaking: How bilingual Norwegian–English children conceptualize goal-oriented motion events. International Journal of Bilingualism. ISSN 1367-0069. doi: 10.1177/13670069241251781. Full text in Research Archive
Olszewska, Aleksandra Ita; Coady, Maria & Yilmaz, Tuba (2024). Special Issue. Refugee-background students in the context of multilingual policies and practices: An introduction. Journal of Multilingual Theories and Practices (JMTP). ISSN 2632-4490. 5.2. doi: 10.1558/jmtp.28245.
Eski, Kerime Eylul & Onnis, Luca (2024). Is Syntactic Priming from Multiple Speakers Stronger? Languages. ISSN 2226-471X. 9(4). doi: 10.3390/languages9040137.
Martinez-Ferreiro, Silvia; Arslan, Seckin; Fyndanis, Valantis; Howard, David; Kuvač Kraljević, Jelena & Matić Škorić, Ana [Show all 14 contributors for this article] (2024). Guidelines and recommendations for cross-linguistic aphasia assessment: a review of 10 years of comprehensive aphasia test adaptations. Aphasiology. ISSN 0268-7038. doi: 10.1080/02687038.2024.2343456. Show summary
Background. Standardised aphasia assessment tools may not always be available in a variety of languages, making it difficult for speech and language therapists to appropriately assess and diagnose aphasia in speakers of those languages. In 2013, Working Group 2 (WG2) Aphasia Assessment & Outcomes, part of the Collaboration of Aphasia Trialists network, was formed with the purpose of developing reliable and valid aphasia assessment tools and their cross-linguistic adaptations. Over the past decade, WG2 has undertaken important adaptation projects, including the cross-linguistic adaptation of the Comprehensive Aphasia Test (CAT; Swinburn et al., 2004). Aims. This review aims to achieve three objectives: (a) describe the adaptation procedure of the CAT within WG2, (b) summarise common guidelines and recommendations for future adaptations, and (c) provide concrete solutions for specific cross-linguistic and cross-cultural challenges encountered during the adaptation and validation procedures of the CAT. Methods. Between 2013 and 2023, WG2 employed a committee approach and fully adapted the CAT into Catalan, Croatian, Dutch, French, Hungarian, Norwegian, Spanish, and Turkish. Further adaptations are in progress for Arabic (Moroccan), Basque, Cantonese Chinese, German, Greek, Icelandic, Lithuanian, Serbian, Slovenian and Swedish. The review comprehensively addresses the linguistic/cultural adaptation and validation procedure for the three components of the battery: the Cognitive screening, the Language battery and the Aphasia Impact Questionnaire. Critical outcomes and some best practice recommendations from psychometric norming and piloting are also provided. Outcomes and results. This review builds on prior work (Fyndanis et al., 2017) and serves as a practical guide for researchers and clinicians undertaking cross-linguistic adaptations of the CAT, with specific conclusions and recommendations drawn from WG2's adaptations in 19 languages with diverse typological properties. Building on the work exemplified in this paper, future initiatives can direct their efforts towards adapting the CAT for PWA from different linguistic backgrounds for whom validated assessment instruments may be unavailable. This can be achieved through rigorous systematic adaptation procedures for the establishment of comparable language versions of this tool, valuable for various clinical applications. Such endeavours have the potential to provide access to valuable shared datasets for their use across international aphasia trials, and for comparable clinical work within the aphasiology community.
Berghoff, Robyn & White, Michelle Jennifer (2024). Cognitive control affects the reanalysis of reduced complement clause ambiguities. Southern African Linguistics and Applied Language Studies. ISSN 1607-3614. doi: 10.2989/16073614.2023.2252011.
Arum, Nuranindia Endah (2024). “Only this time in English”: Local language learning investment of multilingual migrant engineers. Apples - Journal of Applied Language Studies. ISSN 1457-9863. doi: 10.47862/apples.127147.
Goncalves, Kellie & Lexander, Kristin Vold (2024). Tensions of place and opposing emblems of authenticity and marginal gentrification in Grünerløkka, Oslo. Language & Communication. ISSN 0271-5309. 96, p. 67–80. doi: 10.1016/j.langcom.2024.03.001.
Johannessen, Janne Bondi; Lundquist, Björn; Rodina, Yulia; Tengesdal, Eirik; Kaldhol, Nina Hagen & Türker, Emel [Show all 7 contributors for this article] (2024). Cross-linguistic effects in grammatical gender assignment and predictive processing in L1 Greek, L1 Russian, and L1 Turkish speakers of Norwegian as a second language. Second Language Research. ISSN 0267-6583. doi: 10.1177/02676583241227709. Full text in Research Archive Show summary
The present study examines grammatical gender knowledge in offline production (gender marking on indefinite articles) and online gender processing (visual world paradigm) in adult second language (L2) learners of Norwegian with three different first languages (L1s): Greek, Russian, and Turkish. In particular, it investigates the role of the following factors: (1) presence vs. absence of grammatical gender in L1 (Norwegian, Greek and Russian have gender, whereas Turkish does not), (2) lexical gender congruency, (3) structural similarity between L1 and L2 in the realization of gender, and (4) proficiency in L2. In offline production, no difference was found between the three L2 groups: they all overused the default gender (masculine). However, L1 effects were observed in the eye-tracking task, where the high-proficiency L1 Greek and L1 Russian speakers showed earlier and more prominent signs of predictive gender processing compared to the high-proficiency L1 Turkish speakers. There were no effects of lexical gender congruency or structural similarity. This suggests that, when it comes to predictive gender processing, what matters is proficiency and the presence vs. absence of grammatical gender in the L1. We interpret the findings in the context of current approaches to predictive processing emphasizing the role of cue reliability and utility.
Kyriacou, Marianna & Köder, Franziska Maria (2024). Not Batting an Eye: Figurative Meanings of L2 Idioms Do Not Interfere with Literal Uses. Languages. ISSN 2226-471X. 9(32), p. 1–15. doi: 10.3390/languages9010032.
Norvik, Monica I. ; Ribu, Ingeborg Sophie; Hansen, Pernille & Simonsen, Hanne Gram (2024). Beyond Naming: Narrative Production in L1 and L2 in Multilingual Individuals with and without Dementia . In Goral, Mira & Lerman, Aviva (Ed.), Advances in the Neurolinguistic Study of Multilingual and Monolingual Adults. Routledge. ISSN 9781032360966 . p. 95–112. doi: 10.4324/9781003330318-10. Show summary
Persons with dementia (PWD) experience language impairments, mainly related to lexical retrieval. Linguistic assessment of multilingual PWD is particularly challenging due to a lack of appropriate tools. Narrative production may provide a broader understanding of the language impairments in dementia. Thus, we investigate narrative production in native (L1) and non-native (L2) speakers of Norwegian with dementia of the Alzheimer's type (DAT) and the logopenic variant of Primary Progressive Aphasia (lvPPA), and neurologically healthy controls. The participants described the Bird story from the Bilingual Aphasia Test. We calculated several lexical variables, including lexical density and pronoun ratio. Additionally, through a bottom-up procedure, we identified 10 key content components across both storylines of the cartoon, considered necessary for a coherent story. The lexical analysis showed that PWD had lower lexical density and higher pronoun ratio than control participants, indicative of word retrieval difficulties. Furthermore, the combination of being an L2 user and having dementia amplified the word-finding difficulties. Concerning content, only dementia seems to play a role – PWD produced fewer key components than control participants regardless of whether testing occurred in their L1 or L2. The results confirm that analyses of narratives can provide a broader understanding of the multifaceted impairments than single-word naming, in language impairment associated with dementia.
Pavlenko, Aneta (2023). Multilingual Ghost Signs: Dissonant Languages in the Landscape of Memory. In Pavlenko, Aneta (Eds.), Multilingualism and History. Cambridge University Press. ISSN 9781009236256. p. 270–293.
Pavlenko, Aneta (2023). Multilingualism and History. An Introduction. In Pavlenko, Aneta (Eds.), Multilingualism and History. Cambridge University Press. ISSN 9781009236256. p. 1–49.
Lane, Pia (2023). Language reclamation in the family: Breaking the cycle of silence. Journal of Multilingual Theories and Practices (JMTP). ISSN 2632-4490. 4(2), p. 244–264. doi: 10.1558/jmtp.25997. Full text in Research Archive
Svennevig, Jan & Hansen, Jessica Pedersen Belisle (2023). Reparasjonssekvenser i tolkede samtaler. NLT - Norsk lingvistisk tidsskrift. ISSN 0800-3076. 41(2), p. 357–379. Full text in Research Archive
Svennevig, Jan (2023). Partikkelen å? som reparasjonsinnleder og nyhetsmarkør. NLT - Norsk lingvistisk tidsskrift. ISSN 0800-3076. 41(2), p. 233–256. Full text in Research Archive
Svennevig, Jan (2023). Samtaleanalyse som forskningsfelt i Norge. NLT - Norsk lingvistisk tidsskrift. ISSN 0800-3076. 41(2), p. 183–205. Full text in Research Archive
De Korne, Haley; Córdova Herández, Lorena & Kvietok Dueñas, Frances (2023). Youth in language endangerment and reclamation processes. In Svendsen, Bente Ailin & Jonsson, Rickard (Ed.), The Routledge Handbook of Language and Youth Culture. Routledge. ISSN 9780367764142. p. 108–120.
Goodchild, Samantha & Svendsen, Bente Ailin (2023). Citizen (socio)linguistics: What we can learn from engaging (young) people as language researchers. In Svendsen, Bente Ailin & Jonsson, Rickard (Ed.), The Routledge Handbook of Language and Youth Culture. Routledge. ISSN 9780367764142. Show summary
This paper discusses how citizen science (CS) – the participation of non-professional contributors in the production of scientific knowledge” (Kasperowski et al., 2021:14) – is conceptualised and applied in (socio)linguistics. After outlining the recent impetus of CS across scientific fields, in research policy and planning, it presents the European Citizen Science Association’s ten principles of CS and then describes the state of the art of (youth) citizen sociolinguistic studies, exploring epistemological, methodological and ethical considerations as well as the impact of engaging (young) people as language researchers. As an empirical point of entry, the paper presents insights from a small-scale citizen (socio)linguistic project in Oslo, namely Youths Speak Back, where young people were engaged as researchers in multiple stages of the research process. It outlines some of the outcomes for the participants themselves and for the professional researchers, and the ethical and methodological concerns that it critically addresses include issues of recruitment, mutual trust and motivation, some of them more pertinent in citizen humanities and citizen social sciences. It is argued that there is a need to push forward collaborative approaches in CS and consequently in (socio)linguistics to support the UN’s sustainability goal no 10, Reduced inequalities.
Golden, Anne & Opsahl, Toril (2023). “Sånn typisk scene fra en polsk komedie egentlig”. Bruk av humorbasert videostimuli i forskning på talere av norsk som andrespråk . NOA - Norsk som andrespråk. ISSN 0801-3284. 39(2), p. 5–36. Full text in Research Archive Show summary
Denne artikkelen presenterer en metodisk framgangsmåte som innlemmer humoristiske videoinnslag i fokusgruppesamtaler med talere av norsk som andrespråk. Framgangsmåten er testet ut i et prosjekt der vi blant annet har undersøkt hvordan stereotypier spiller inn på språklæring og kommunikasjon blant voksne polske innvandrere i Norge. Dette temaet kan være ganske sensibelt, og for å gjøre det mindre krevende har vi startet samtalene ved først å vise klipp fra tre ulike, forsøksvis humoristiske framstillinger av møter mellom polakker og nordmenn, som alle har vært sendt på norsk TV. Disse framstillingene er – som ofte ellers i norske medietekster – nokså ensidige og basert på stereotypiske forventninger både til kjønn, språkkompetanse, yrke og adferd. Klippene har vist seg å frembringe interessante data som kommer inn på forhold som det i utgangspunktet kan være krevende å dele med fremmede forskere. Å se stereotypier og emosjoner i sammenheng har vist seg å være fruktbart, og vi mener at bruken av videostimuli – og særlig de som er ment å være humoristiske – tilfører en ekstra dimensjon til fokusgruppemetodikken, ikke minst når deltakeres egne erfaringer står i sentrum.
Xi, Xiaotong; Li, Peng & Prieto, Pilar (2023). Reducing acoustic overlap of L2 English vowels through gestures encoding lip aperture. In Henderson, Alice & Kirkova-Naskova, Anastazija (Ed.), Proceedings of the 7th International Conference English Pronunciation: Issues and Practices (EPIP 7). Uiversité Grenoble-Alps. p. 261–279. doi: 10.5281/zenodo.8225191.
Kalashnikova, Marina; Singh, Leher; Tsui, Angeline; Altuntas, Eylem; Burnham, Denis & Cannistraci, Ryan [Show all 25 contributors for this article] (2023). The development of tone discrimination in infancy: Evidence from a cross-linguistic, multi-lab report. Developmental Science. ISSN 1363-755X. doi: 10.1111/desc.13459.
Golden, Anne; Kulbrandstad, Lars Anders & Tenfjord, Kari (2023). Tverrspråklig innflytelse i skriftlige innlærertekster. In Golden, Anne & Selj, Elisabeth (Ed.), Skriving på norsk som andrespråk. Vurdering, opplæring og elevenes stemmer.. Cappelen Damm Akademisk. ISSN 978-82-02-79538-2. p. 222–244.
Gomes, Rafael Lomeu; Lanza, Elizabeth & Athari, Zahir (2023). (Nanny) State as family by proxy: Media discourses on refugee and asylum-seeking children in Norway. Journal of Multilingual Theories and Practices (JMTP). ISSN 2632-4490. 4(2). doi: 10.1558/jmtp.26482. Full text in Research Archive
Li, Peng; Baills, Florence; Alazard-Guiu, Charlotte; Baqué, Lorraine & Prieto, Pilar (2023). A pedagogical note on teaching L2 prosody and speech sounds using hand gestures. Journal of Second Language Pronunciation. ISSN 2215-1931. 9(3), p. 340–349. doi: 10.1075/jslp.23043.li. Full text in Research Archive
Xi, Xiaotong; Li, Peng & Prieto, Pilar (2023). Does visuospatial working memory predict L2 audiovisual perceptual learning from phonetic training with hand gestures? In Skarnitzl, Radek & Volin, Jan (Ed.), Proceedings of the 20th International Congress of Phonetic Sciences. International Phonetic Association. ISSN 97880908 114-2-3. p. 2670–2674.
Xi, Xiaotong & Li, Peng (2023). Effects of stress and prominence on Spanish stops and lenition in L2 speech of proficient Mandarin learners of Spanish. In Skarnitzl, Radek & Volin, Jan (Ed.), Proceedings of the 20th International Congress of Phonetic Sciences. International Phonetic Association. ISSN 97880908 114-2-3. p. 2740–2744.
Li, Peng & Xi, Xiaotong (2023). Nuclear contours of Spanish echo questions produced by proficient Chinese learners of Spanish: A dynamic analysis. In Skarnitzl, Radek & Volin, Jan (Ed.), Proceedings of the 20th International Congress of Phonetic Sciences. International Phonetic Association. ISSN 97880908 114-2-3. p. 2740–2744.
Li, Peng; Flege, James Emil; Martin, Clara D. & Kartushina, Natalia (2023). Speech stability across time: Evidence from Norwegian vowels in spontaneous speech production. In Skarnitzl, Radek & Volin, Jan (Ed.), Proceedings of the 20th International Congress of Phonetic Sciences. International Phonetic Association. ISSN 97880908 114-2-3. p. 1201–1205.
Li, Peng; Zhang, Yuan; Baills, Florence & Prieto, Pilar (2023). Musical perception skills predict speech imitation skills: Differences between speakers of tone and intonation languages. Language and Cognition. ISSN 1866-9808. 13(3), p. 1–19. doi: 10.1017/langcog.2023.52. Full text in Research Archive
Andresen, Hanna Solberg (2023). With Norwegian eyes. The verbalization of goal-oriented motion events in Norwegian. In Mertins, Barbara & Delucchi Danhier, Renate (Ed.), Diversity in Cognition. Peter Lang Publishing Group. ISSN 9783631903445. p. 147–181.
Pavlenko, Aneta (2023). Language Proficiency as a Matter of Law: Judicial Reasoning on Miranda Waivers by Speakers with Limited English Proficiency (LEP). Revue internationale de Sémiotique juridique. ISSN 0952-8059. doi: 10.1007/s11196-023-10037-8.
Goral, Mira; Norvik, Monica I. ; Antfolk, Jan; Agrotou, Ioulia & Lehtonen, Minna (2023). Cross-language generalization of language treatment in multilingual people with post-stroke aphasia: A meta-analysis. Brain and Language. ISSN 0093-934X. 246. doi: 10.1016/j.bandl.2023.105326. Full text in Research Archive
Lo, Chang Huan; Hermes, Jonas; Kartushina, Natalia; Mayor, Julien & Mani, Nivedita (2023). e-Babylab: An open-source browser-based tool for unmoderated online developmental studies. Behavior Research Methods. ISSN 1554-351X. doi: 10.3758/s13428-023-02200-7.
Sarin, Megha & Garraffa, Maria (2023). Can readability formulae adapt to the changing demographics of the UK school-aged population? A study on reading materials for school-age bilingual readers. Ampersand. ISSN 2215-0390. 11. doi: 10.1016/j.amper.2023.100141. Full text in Research Archive

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Svendsen, Bente Ailin & Jonsson, Rickard (2023). The Routledge Handbook of Language and Youth Culture. Routledge. ISBN 9780367764142. 510 p.

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Winsnes, Ingvild Elisabeth; Norvik, Monica I. & Volkmer, Anna (2024). Better Conversation with Primary Progressive Aphasia – adaptation to Norwegian.
Winsnes, Ingvild Elisabeth; Volkmer, Anna & Norvik, Monica I. (2024). Primary progressive aphasia and conversation – results from a single case study.
Olszewska, Aleksandra Ita & Opsahl, Toril (2024). “’If you don’t speak Norwegian well, they think you are stupid’: Linguistic discrimination and Polish migrant workers in Norway”.
Lomeu Gomes, Rafael (2024). Countering standard language ideology through minoritised language practices: Creative expression in music and literature in Norway.
Lomeu Gomes, Rafael (2024). Navigating ideological and implementational spaces in upper secondary education in Northern Norway.
Lomeu Gomes, Rafael; Pesch, Anja Maria & Sollid, Hilde (2024). Transitions as in-between space in multilingual educational settings.
Andersen, Mari J. Wikhaug (2024). Anglonormativitet og «allmenndannelse» på yrkesfag: Usynliggjøring av andrespråkselevers utfordringer med engelsk utenfor engelskfaget .
Garmann, Nina Gram; Tengesdal, Eirik; Krysztofiak, Magdalena; Muszyńska, Karolina; White, Michelle & Bajkowska, Katarzyna [Show all 10 contributors for this article] (2024). Early vocabulary development in Polish-Norwegian children – a CDI based study.
Lomeu Gomes, Rafael (2024). Multilingualism and language learning at the home-school intersection. A case study from Northern Norway.
Lomeu Gomes, Rafael (2024). Linguistic repertoire in transitions. Multilingualism in upper secondary education in Northern Norway.
Svennevig, Jan; Urbanik, Pawel Kazimierz & Diepeveen, Aafke (2024). Slik kan etterforskere bli bedre til å formidle rettighetene i avhør. Politiforum. ISSN 1500-6921.
Krysztofiak, Magdalena; Krajewski, Grzegorz; Bajkowska, Katarzyna; White, Michelle; Muszyńska, Karolina & Tengesdal, Eirik [Show all 8 contributors for this article] (2024). Trajectories and mechanisms of early vocabulary development in Polish–Norwegian children: A study with Polish and Norwegian Communicative Development Inventories.
Nystad, Helle (2024). Chattespråkets kvaliteter: Repertoar og refleksivitet i digital sosial skriving blant ungdommer på det sentrale Østlandet.
Olszewska, Aleksandra Ita (2024). My Educational Journey and Radical Multilingual Spaces of Hope for Refugee-background Students: An exemplary school in Poland .
Lomeu Gomes, Rafael (2024). Investigating linguistic repertoires with a digital language journal: ethical and methodological reflections.
Lomeu Gomes, Rafael (2024). Family multilingualism.
Lomeu Gomes, Rafael (2024). Investigating family multilingualism through southern lenses: towards epistemic justice .
Lomeu Gomes, Rafael (2024). Digitally-mediated communication as a “safe space” for language learning in the family.
Nystad, Helle (2024). Skolebokmål og Snapchat-bokmål: Skriftspråksvariasjon på det sentrale Østlandet.
Köder, Franziska Maria & Kyriacou, Marianna (2024). The functions of attention in communication: Investigating irony processing in adults with and without ADHD.
Köder, Franziska Maria & Kyriacou, Marianna (2024). Visual attention during irony processing in readers with and without ADHD: an eye-tracking study.
Olszewska, Aleksandra Ita & Opsahl, Toril (2024). “If you don’t speak Norwegian well, they think you are stupid”: Experiencing and responding to linguistic racism by Polish migrant workers in Norway. Show summary
Although Poles constitute the largest migration community in Norway, they sometimes remain invisibly present in language policies and practices (Opsahl, 2021). Studies have also shown that Polish migrants tend to be stigmatized (van Riemsdijk, 2013; Sapieżynska, 2022), exploited on economic basis (Rye & Andrzejewska, 2010), and overlooked in integration policies, specifically, language courses, which are aimed at non-EU citizens only (Gmaj, 2018). As language is assumed to be crucial for professional success, the knowledge of Norwegian or lack thereof may include or exclude individuals from professional spaces in Norway (Kraft, 2019). This qualitative study (Merriam & Tisdell, 2016) adopts an emic perspective and examines how Polish migrants to Norway linguistically navigate the workplace and make sense of their experiences. Guided by the constructs of linguistic racism (Dovchin, 2020; Olszewska, 2022; Tankosić & Dovchin, 2021) and Whiteness (Andersson & Rye, 2023; Fylkesnes et al., 2024; Thomas et al., 2023; van Riemsdijk, 2010), this paper drew upon narrative inquiry (De Fina, 2021) to gain in-depth understandings of participants’ perspectives and stories. Through convenience and purposeful sampling, 22 participants with a wide array of jobs were recruited, each of whom was of Polish background, was employed in Norway, and used Norwegian at work. The data included semi-structured individual and focus group interviews, surveys, and researcher’s reflexive journal. However, interviews played the leading role as “[at] the root of in-depth interviewing is an interest in understanding the lived experience of other people and the meaning they make of that experience” (Seidman, 2013, p. 9) which aligned with the goal of our work. Findings of this study provide nuanced insights into Polish migrants’ linguistic realities in the workplace. Specifically, the study demonstrated: (a) how participants experienced various types of linguistic racism and (b) how participants responded by either denying, rationalizing, opposing, and challenging linguistic racism. Results of this study can be helpful in addressing Polish migrants' needs in creating linguistically just workplace settings for Polish migrants by, for example, designing and organizing workshops for Norwegian employers. A better understanding of Polish migrants’ perspectives in Norway may lead to a more inclusive integration and better mutual understanding between Poles and Norwegians.
Lomeu Gomes, Rafael (2024). Linguistic repertoire in transitions: Language practices and ideologies in educational settings in Northern Norway.
Lane, Pia & Johansen, Åse Mette (2024). Breaking silence: A longitudinal study of language revitalisation.
Helganger, Line Sjøtun; Rodriguez Ronderos, Camilo; Köder, Franziska Maria & Falkum, Ingrid Lossius (2024). Children's sensitivity to intonational cues in ambiguity resolution.
Luniewska, Magdalena; Hansen, Pernille Bonnevie; Magdalena, Krysztofiak; Romøren, Anna Sara Hexeberg; Burdach, Martyna & Hernæs, Katarina [Show all 14 contributors for this article] (2024). Vocabulary development in mono- and bilingual preschoolers: Norming of the Polish and Norwegian LITMUS-X Cross-Linguistic Lexical Tasks .
Lozano Sánchez, Itziar; Duszyk-Bogorodzka, Anna; Ribu, Ingeborg Sophie Bjønness; falkiewicz, Natalia; Fryzowska, Ewelina & Ogonowska, Wiktoria [Show all 16 contributors for this article] (2024). Developmental mechanisms of word acquisition in the second year of life at the behavioral and neural levels.
Tarlowski, Andrzej; Kilanowska, Jolanta; Sandbakken, Mari; Radzikowska, Julia; Kharkevich, Sviatlana & Krupa-Gawel, Karolina [Show all 9 contributors for this article] (2024). Knowledge-building in Norway and Poland: How family and preschool contribute to children's learning about living things.
Lundquist, Björn; Rodina, Yulia; Tengesdal, Eirik; Kaldhol, Nina Hagen; Türker, Emel & Fyndanis, Valantis (2024). Cross-linguistic effects in grammatical gender assignment and predictive processing in L1 Greek, L1 Russian, and L1 Turkish speakers of Norwegian as a second language.
Krajewski, Grzegorz; White, Michelle; Bajkowska, Katarzyna; Hansen, Pernille; Kilanowska, Jolanta & Krupa-Gaweł, Karolina [Show all 11 contributors for this article] (2024). Measuring early language development in Polish–Norwegian children.
Lundquist, Björn; Tengesdal, Eirik; Rodina, Yulia; Kaldhol, Nina Hagen; Fyndanis, Valantis & Türker, Emel (2024). Replication data for: Cross-linguistic effects in grammatical gender assignment and predictive processing in L1 Greek, L1 Russian, and L1 Turkish speakers of Norwegian as a second language.
Lomeu Gomes, Rafael (2024). Discourses on youth language in Norwegian media.
Lomeu Gomes, Rafael (2024). Family Multilingualism.
Svennevig, Jan; Bjorvand, Agnes-Margrethe & Mustad, Erik (2024). Colletts kafé: "Forståelse og misforståelse i samtaler".
Lane, Pia (2024). Refleksjon: Fremtidens Sápmi (panelsamtale).
Lane, Pia (2024). Presentasjon av hovedfunn i Sannhets- og forsoningskommisjonens rapport.
Røyneland, Unn (2024). Standardisation, legitimation, deliberation – minoritised languages in Norway.
Greenall, Annjo Klungervik; Sjo, Klara & Svennevig, Jan (2024). Skuddår, skyveår, hoppeår, og spasergarderobe. [Radio]. NRK.
Szymanska, Oliwia (2024). Teaching advanced language to doctors with a foreign background. From research to practical application .
Szymanska, Oliwia (2024). With scalpel in hand. Teaching advanced Norwegian to doctors with a foreign background - from research to practical application.
Pourquie, Marie; Arslan, Seckin; Tokac-Scheffer, Dilara; Grima, Ritienne; Fyndanis, Valantis & Kambanaros, Maria [Show all 14 contributors for this article] (2023). Global perspectives on speech and language therapy training and practices for multilingual people with aphasia THE "MAP" SURVEY: Working with bi/multilingual persons with aphasia: common practices and current challenges for SLTs.
Hagemann, Kristin; Hansen, Jessica Pedersen Belisle & Søfteland, Åshild (2023). Utvikling av lærarstudentars kunnskap om og haldningar til språkleg variasjon.
Søfteland, Åshild & Hansen, Jessica Pedersen Belisle (2023). Utvikling av lærarstudentars grunntankar om språk .
Ogonowska, Wiktoria; Duszyk-Bogorodzka, Anna; Lozano, Itziar; Fryzowska, E; falkiewicz, Natalia & Dynak, Agnieszka [Show all 11 contributors for this article] (2023). Inter-individual differences in brain activity patterns during semantic incongruence processing: An EEG study.
falkiewicz, Natalia; Lozano, Itziar; Duszyk-Bogorodzka, Anna; Fryzowska, E; Ogonowska, Wiktoria & Dynak, Agnieszka [Show all 11 contributors for this article] (2023). Development of the Neural Correlates Underlying Semantic Processing in Toddlerhood: Changes in the N400 and Theta Power.
Lozano, Itziar; Ribu, Ingeborg Sophie Bjønness; Szmytke, M; Laudaska, Z; Duszyk-Bogorodzka, Anna & Köder, Franziska Maria [Show all 13 contributors for this article] (2023). The role of attention to the mouth of talking faces for vocabulary skills during toddlerhood: does language familiarity still matter?
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