Research

My main research areas are:

• language acquisition (L1, L2, L3/Ln)

• bilingualism/multilingualism

• metalinguistic awareness

• crosslinguistic influence

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I am open to future collaborations on the above topics, but I am also interested in pursuing research on:

• multilingual/translanguaging children's literature

• literacy development

• library & information studies

• extramural English

• internet linguistics

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My Ph.D. research focused on assessing the metalinguistic awareness and linguistic knowledge of English learners in Norwegian primary school who were either emerging multilinguals (speaking heritage languages at home) or emerging bilinguals (speaking only Norwegian at home). The thesis is article-based, comprised of three scientific articles and an extended synopsis text synthesizing the research. See my publications for the articles.

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I have previously worked on the following research projects:

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Acquisition of English in the Multilingual Classroom (AcEngMulCla)

Funded by the the Research Council of Norway (2018-2023)

NTNU Department of Teacher Education

I was one of two Ph.D. students working on the project, which was led by professors Eivind Nessa Torgersen and Anna Krulatz. The project investigated several aspects of the linguistically diverse English classroom in Norway, namely the acquisition of English by young multilingual learners, teachers' beliefs about multilingualism, and opportunities for professional development to help teachers incorporate multilingualism into their teaching. In addition to my own Ph.D. research, I contributed to the project through data collection (classroom observation, transcription), professional development workshops for teachers, conference presentations, and co-authoring scientific publications.

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Microvariation in Multilingual Acquisition & Attrition Situations (MiMS)

Funded by the Research Council of Norway (2016-2021)

University of Tromsø Department of Language and Culture

The MiMS project led by professor Marit Westergaard extended the micro-cue model (MCM) of language acquisition and attrition to multilingual situations, and collected new data from several populations of bi- and multilingual children and adults. I contributed to the project as a graduate research assistant. My role was to carry out and transcribe recordings for a corpus of natural language data of a young bilingual child acquiring Norwegian and English simultaneously (the Hedda corpus). This work resulted in my master's thesis, Code Mixing in Early Bilingual Language Acquisition: Dominance, Language Modes, and Discourse Strategies.