Ulrikke Rindal
Biographic Data
| ID | 124543 |
|---|---|
| NAME | Ulrikke Rindal |
| GIVEN NAMES | Ulrikke |
| FAMILY NAME | Rindal |
| SIGNATURE | RINDAL U |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-8761-6638 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
You do you: English-language media influence in the everyday linguistic repertoires of young Norwegians
Young people in Norway experience a considerable presence of English through media, creating new affordances for language use. This study explores such affordances by investigating language practices and reflections about language among five pre-teens (aged 11–12) and six teens (aged 15–16) in Norway. Through analyses of participants’ metalinguistic commentary as well as their language use during interviews, the article describes the ways in whic…
Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital game…
Explanations for language choice in the social context of the L2 classroom
The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study contributes new perspectives by exploring the b…
Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages
Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons ( N = 60) of naturally occurring instruction over time, with a survey of students’ ( N = 179) exper…
Questioning English standards: Learner attitudes and L2 choices in Norway
This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible English accent and the preferred L2 choice, Standard Southern British English remains the most prest…
Being 'neutral'? English pronunciation among Norwegian learners
This study investigates the pronunciation of English among Norwegian adolescents by applying sociolinguistic methods in a second language context. Results from an auditory analysis of seven phonological variables show a blended use of linguistic features from American English and British English, with some additional pronunciations, forming a hybrid and variable L2 accent. The participants' pronunciation aligns with their self-expressed target ac…
Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English1
This study investigates L2 pronunciation and evaluation of American and British varieties of English among Norwegian adolescent learners. By integrating quantitative sociolinguistics and L2 acquisition, the article investigates stylistic practice in an L2 context. Results from an auditory analysis of four phonological variables and a matched-guise test are interpreted with reference to speaker commentary. Learners' self-expressed accent aims corr…
Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English1
This study investigates L2 pronunciation and evaluation of American and British varieties of English among Norwegian adolescent learners. By integrating quantitative sociolinguistics and L2 acquisition, the article investigates stylistic practice in an L2 context. Results from an auditory analysis of four phonological variables and a matched-guise test are interpreted with reference to speaker commentary. Learners' self-expressed accent aims corr…
Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages
Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons ( N = 60) of naturally occurring instruction over time, with a survey of students’ ( N = 179) exper…
Being 'neutral'? English pronunciation among Norwegian learners
This study investigates the pronunciation of English among Norwegian adolescents by applying sociolinguistic methods in a second language context. Results from an auditory analysis of seven phonological variables show a blended use of linguistic features from American English and British English, with some additional pronunciations, forming a hybrid and variable L2 accent. The participants' pronunciation aligns with their self-expressed target ac…
Questioning English standards: Learner attitudes and L2 choices in Norway
This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible English accent and the preferred L2 choice, Standard Southern British English remains the most prest…
Constructing identity with L2: Pronunciation and attitudes among Norwegian learners of English1
This study investigates L2 pronunciation and evaluation of American and British varieties of English among Norwegian adolescent learners. By integrating quantitative sociolinguistics and L2 acquisition, the article investigates stylistic practice in an L2 context. Results from an auditory analysis of four phonological variables and a matched-guise test are interpreted with reference to speaker commentary. Learners' self-expressed accent aims corr…
Being 'neutral'? English pronunciation among Norwegian learners
This study investigates the pronunciation of English among Norwegian adolescents by applying sociolinguistic methods in a second language context. Results from an auditory analysis of seven phonological variables show a blended use of linguistic features from American English and British English, with some additional pronunciations, forming a hybrid and variable L2 accent. The participants' pronunciation aligns with their self-expressed target ac…
Questioning English standards: Learner attitudes and L2 choices in Norway
This study investigates attitudes towards varieties of English among Norwegian adolescent learners and assesses the role of social evaluation for second language (L2) pronunciation choices by combining a verbal guise test with speaker commentary and reports of language choices. The results suggest that while American English is the most accessible English accent and the preferred L2 choice, Standard Southern British English remains the most prest…
Language Use in the Classroom: Balancing Target Language Exposure With the Need for Other Languages
Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons ( N = 60) of naturally occurring instruction over time, with a survey of students’ ( N = 179) exper…
Explanations for language choice in the social context of the L2 classroom
The use of students’ first language (L1) in additional language (L2) instruction has been a recurring theme in language education research. While research has documented the amount of L1 use and its purposes in L2 instruction, little research has investigated the multifaceted motives that influence language choices at the micro level of social activity where language learning takes place. This study contributes new perspectives by exploring the b…
Young learners’ receptive L2 English vocabulary knowledge in relation to extramural English exposure at the onset of formal instruction in Norway
Some young foreign/second language (L2) learners of English hardly know a single English word when starting school instruction. Others know many thanks to extensive English use outside of school, extramural English (EE). By investigating young L2 learners’ vocabulary knowledge at the onset of formal instruction, we can explore what roles EE may have for incidental learning prior to instruction. To date, research has shown that music, digital game…
You do you: English-language media influence in the everyday linguistic repertoires of young Norwegians
Young people in Norway experience a considerable presence of English through media, creating new affordances for language use. This study explores such affordances by investigating language practices and reflections about language among five pre-teens (aged 11–12) and six teens (aged 15–16) in Norway. Through analyses of participants’ metalinguistic commentary as well as their language use during interviews, the article describes the ways in whic…
Multilingual Education and Policy (6 works) · Linguistics (5 works) · Norwegian (5 works) · Psychology (5 works) · Computer Science (4 works) · Linguistic Variation and Morphology (4 works) · EFL/ESL Teaching and Learning (3 works) · First language (3 works) · Pronunciation (3 works) · Second Language Learning and Teaching (3 works)