Studenter med innvandrerbakgrunn forteller om sine erfaringer med norsk utdanning Cultural capital and academic integration Students with migrant background reflecting on their experiences with Norwegian education

In this article we examine Ibsen's use of monologues in A Doll's House. The use of monologues in this play has been criticized, and by some characterized as old and conventional, while others have considered this a futile device. However, previous scholars and critics have neither agreed on the number of monologues, nor about where in the play these monologues appear. Our close reading shows that there are as many as nineteen monologues in the play, several in each act, and that three of the characters express themselves in monologues. We find surprising dramaturgic patterns in the use of this device, and this indicates that Ibsen's use of monologues in A Doll's House has a more important function than the literature about A Doll's House until now has found. Our intention in this article is not to give a new interpretation of A Doll's House, but to examine Ibsen's use of monologues in the play, to reflect on the questions of why Ibsen made use of this device, and to consider what aesthetic functions this device might have.

In this article, we employ aspects of Processability Theory (PT) to study the language of one fourth generation heritage speaker of Norwegian in America. This man, who we refer to as Lars, was almost 50 years old when we first met and recorded him in 2010, and to our knowledge he is among the youngest Norwegian-Americans still able to speak Norwegian as a heritage language in the Upper Midwest. His dominant language was Norwegian until he started school, when English took over this role. When we met him the first time, he had not spoken Norwegian to any substantial extent for several decades. When we examine his language, we find a number of grammatical deviations from the baseline – the language as spoken in the old world, and we discuss the possible explanations for these; are they related to the quality of the input, are they due to attrition or are they the result of incomplete acquisition? In the discussion, we include certain aspects of PT, and based on this, we claim that attrition is the most likely explanation for the reduced structures in Lars’ Norwegian.

Teachability and Learnability across Languages addresses key issues in second, foreign and heritage language acquisition, as well as in language teaching. Focusing on a Processability Theory perspective, it brings together empirical studies of language acquisition, language teaching, and language assessment. For the first time, a research timeline for the role of instruction in language learning is presented, showing how the field of second language acquisition (SLA) research has developed over the last four decades since Pienemann’s work on learnability and syllabus construction over the 1980s. The book includes studies of child and adult second as well as foreign language acquisition research, covering a wide range of target languages including English, German, Hungarian, Japanese, Norwegian, Polish, Spanish, Swedish, and Turkish. In addition, future extensions of PT are discussed. This volume is designed for advanced students in international programs of SLA and Applied Linguistics as well as for SLA researchers and second and foreign language teachers.

PT som andrespråkspedagogisk verktøy i barnehage og skole Sammendrag I artikkelen argumenteres det for et sterkere fokus på utviklingsperspektiv i språklig kartlegging og opplaering av barn og unge som laerer norsk som andrespråk, og for at det er behov for et kartleggingsverktøy med klare og presise kriterier for vurdering av grammatiske strukturer. Med utgangspunkt i Prosessbarhetsteorien beskrives en stadiemodell som kan fungere som et verktøy for laerere for å følge barn og unges andrespråksutvikling over tid. I artikkelen vises hvordan en gruppe laerere i barnehage og skole har brukt stadiemodellen, og hvilke erfaringer de har gjort seg i dette arbeidet. Resultatet viser at laererne finner modellen hensiktsmessig for å få øye på hvordan andrespråket gradvis vokser fram i forutsigbare stadier.