Marte Nordanger
Biographic Data
| ID | 1257338 |
|---|---|
| NAME | Marte Nordanger |
| GIVEN NAMES | Marte |
| FAMILY NAME | Nordanger |
| SIGNATURE | NORDANGER M |
| AFFILIATIONS | University of Inland Norway |
| ORCID | 0000-0003-2828-0633 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Managing the Flow of Talk
Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner’s recurring, increasingly frequent, and diverse use of the multiword expression det er sant (it/that is true) (DES) in L2 Norwegian interactions over a time span of four months. While the use of DES did not undergo syntactic chang…
Language learning in liminal spaces
How introduction programs help and hinder refugee integration
This study examines the impact of immigrant integration programmes on low-literate refugees, focusing on the Norwegian Introduction Programme (IP). Like other obligatory integration courses across Europe, the IP aims to promote active participation and economic self-reliance, but its effectiveness for vulnerable groups remains debated. Through semi-structured interviews with IP participants, we investigate how these programmes both help and hinde…
Between a rock and a hard place
This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with…
Epistemic constructions in L2 Norwegian
This paper addresses the development of epistemic verb–argument constructions in L2 Norwegian in four learners from a usage-based perspective. Usage-based theories hold that language learning is a gradual process of schematization. Recent research has pointed out that adult L2 learning may start out from both lexically specific and productive patterns, but also that formulaic language and semi-fixed patterns can persist for a long time in an L2. …
Epistemic constructions in L2 Norwegian
This paper addresses the development of epistemic verb–argument constructions in L2 Norwegian in four learners from a usage-based perspective. Usage-based theories hold that language learning is a gradual process of schematization. Recent research has pointed out that adult L2 learning may start out from both lexically specific and productive patterns, but also that formulaic language and semi-fixed patterns can persist for a long time in an L2. …
Between a rock and a hard place
This study investigates how language requirements for residency and citizenship influence the professional identities and sense of agency of introduction program language teachers throughout Scandinavia. While Denmark introduced formal language requirements two decades ago, language requirements were effectuated in Norway starting in 2017. In Sweden, requirements have been proposed, but not introduced. The data comprises narrative interviews with…
Managing the Flow of Talk
Drawing on recent scholarship integrating usage-based linguistics (UBL) and conversation analysis (CA) in the investigation of second language development, this paper reports on a microanalysis tracing one adult learner’s recurring, increasingly frequent, and diverse use of the multiword expression det er sant (it/that is true) (DES) in L2 Norwegian interactions over a time span of four months. While the use of DES did not undergo syntactic chang…
Language learning in liminal spaces
How introduction programs help and hinder refugee integration
This study examines the impact of immigrant integration programmes on low-literate refugees, focusing on the Norwegian Introduction Programme (IP). Like other obligatory integration courses across Europe, the IP aims to promote active participation and economic self-reliance, but its effectiveness for vulnerable groups remains debated. Through semi-structured interviews with IP participants, we investigate how these programmes both help and hinde…
Linguistics (4 works) · Sociology (4 works) · Political science (3 works) · Computer Science (2 works) · Education and experiences of immigrants and refugees (2 works) · EFL/ESL Teaching and Learning (2 works) · Epistemology (2 works) · Law (2 works) · Multilingual Education and Policy (2 works) · Narrative (2 works)