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Research group Multilingualism on my mind
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Publications and video presentations on multilingualism

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2022

Haukås, Å. (2022). Who Are the Multilinguals?: Pupils' Definitions, Self-Perceptions and the Public Debate. In W. Ayres-Bennett & L. Fisher (Eds.), Multilingualism and Identity: Interdisciplinary Perspectives (Cambridge Education Research, pp. 281-298). Cambridge: Cambridge University Press. DOI: 10.1017/9781108780469.014 

Tiurikova, I., Haukås, Å. (2022). Multilingualism, Intercultural Competence, Identity and Their Intersection: Foreign Language Teachers’ Perspectives. In: Fielding, R. (eds) Multilingualism, Identity and Interculturality in Education. Springer, Singapore. https://doi.org/10.1007/978-981-19-5848-9_3

Storto, A. (2022) ‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren, International Journal of Multilingualism, DOI: 10.1080/14790718.2022.2082441

Haukås, A., Storto, A., and Tiurikova, I. (2022) School students’ beliefs about the benefits of multilingualism, Journal of Multilingual and Multicultural Development, DOI: 10.1080/01434632.2022.2075001

Haukås, Å., Pietzuch, A., and Schei, Jo Helge Ansnes. (2022). Investigating the effectiveness of an online language teacher education programme informed by self-determination theory. Language Learning Journal. 1-15.

Shang, G.W. (2022). Linguistic landscape and city affects: Civilized affective regime in Hangzhou. Linguistic Research, 32(1).  

Yang, L.L. & Shang, G.W. (2022). Regulating Foreign-sounding Place Names in China: From the Perspective of Language Planning and Policy. China Language Strategies, 9(1), 22-33.

Shang, G.W & Zhou, X.W. (2022). Displaying and commodifying English on shop name signs: Perspectives of business practitioners in China. In Li, S.Q. (ed.), English in China: Creativity and Commodification (pp.147-164). London: Routledge.

Storto, A., Haukås, Å., and Tiurikova, I. (2022). Visualising the language practices of lower secondary students: Outlines for practice-based models of multilingualism. Applied Linguistics Review (under review).

Storto, A. (2022). ‘To be multilingual means…’: Exploring a participatory approach to multilingual identity with schoolchildren. International Journal of Multilingualism (in press).

2021

Calafato, R. (2021). Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia. Teaching and Teacher Education, 105, 103401.

Calafato, R. (2021). “I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan. System, 102645.

Gargiulo, M. (2021). Language conflict, glottophagy and camouflage in the Italian cinematic city. GLOBE, 12, 117-130.

Haukås, Å., Mercer, S., and Svalberg, A.. (2021). School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non-Language Subject. TESOL Quarterly.

Haukås, Å., Storto, A., & Tiurikova, I. (2021). Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity. The Language Learning Journal, 1-16. https://doi.org/10.1080/09571736.2021.1915367

Haukås, Å., Storto, A., & Tiurikova, I. (2021). The Ungspråk project: Researching multilingualism and multilingual identity in lower secondary schools. Globe: A Journal of Language, Culture and Communication, 12, 83-98.

Haukås, Å. & Fisher, L. (2021). Developing multilingual identity in school – insights from two parallel studies. AILA 2021. Video presentation.

Haukås, Å., Storto, A., & Tiurikova, I. (2021). UNGSPRÅK: Exploring students' multilingualism in lower secondary school. Video lecture.

Vikøy, A. and Haukås, Å.. (2021). Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms. International Journal of Multilingualism.

Gargiulo, M., Haukås, Å., and Korzen, I. (2021). Introduction to Multilingualism. From languages to speaks, uses and people. Globe: A Journal of Language, Culture and Communication.

Haukås, Å. and Mercer, S. (2021). Exploring pre-service language teachers’ mindsets using a sorting activity. Innovation in Language Learning and Teaching.

Shang, G.W. (2021). Multilingualism in the linguistic landscape of Eastern China: City residents' perceptions and attitudes. Globe: A Journal of Language, Culture and Communication, 12, 99-116.

Zhang, H.Y. & Shang, G.W. (2021). Review of Gabrielle Hogan-Brun: LINGUANOMICS: WHAT IS THE MARKET POTENTIAL OF MULTILINGUALISM? Applied Linguistics, 42(2), 810-813.

Storto, A. (2021). Engaging schoolchildren in debates about multilingual schooling: challenges and potentials. AILA 2021. Video presentation.

Storto, A. (in press). Fingerprints: towards a multisensory approach to meaning in digital media. The Nordic Journal of Digital Literacy.

Tang, F., & Calafato, R. (2021). Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates. Foreign Language Annals54(1), 233-254.

Tiurikova, I. (2021). Researching intercultural competence in language learners: Gaps between theory and methodology. Intercultural Communication Education, 4(2), 122-136.

Tiurikova, I. (2021). Multilingualism and Open-mindedness in secondary school students. AILA 2021. Video presentation.

Tiurikova, Irina; Haukås, Åsta; Storto, Andre. (2021). The link between multilingualism, language learning and open-mindedness in secondary school students in Norway . Nordic Journal of Language Teaching and Learning (NJLTL). 1-24.

Vikøy, A., & Haukås, Å. (2021). Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms. International Journal of Multilingualism, 1-20. https://doi.org/10.1080/14790718.2021.1961779

2020

Calafato, R. (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education, 55(4), 602-617.

Calafato, R. (2020). Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights. Heliyon, 6(8), e04471.

Floris, A. and Gargiulo, M.  (2020) Lingue e linguaggi in cerca del reale: alcune riflessioni per un’introduzione. L’avventura, 6, 3-10.

Gargiulo, M. (2020). Multilingualism and Reality in Films. Social Space and Migration, L’avventura, 6, 3-10.

Gargiulo, M. (2020). Gli insulti cinematografici. I film degli anni Sessanta. Quaderns d'Italià, 27-46.

Gargiulo, M. (2020). Eterotopie linguistiche e cinematografiche. Come il cinema ridefinisce lo spazio urbano, in F. Rossi & P. Minuto (eds.), Parole filmate: le lingue nel/del cinema italiano contemporaneo, numero monografico dei “Quaderni del CSCI. Rivista annuale del cinema italiano”, n.16, 26-34.

Shang, G.W. (2020). Wrestling between English and Pinyin: Language politics and ideologies of coding street names in China. Journal of Language and Politics, 19(4), 624-645. DOI: 10.1075/jlp.19072.sha

Shang, G.W. & Zhou, X.W. (2020). Peripheral linguistic landscape: Sign types, features and research perspectives. Chinese Journal of Language Policy and Planning, 5(4), 37-47. 

Zhang, T.W. & Shang, G.W. (2020). Extension and creation of the study on linguistic landscape. Chinese Journal of Language Policy and Planning, 5(4), 11-12. 

2019

Calafato, R. (2019) The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua, 227, 1-25. doi: https://doi.org/10.1016/j.lingua.2019.06.001

Calafato, R., & Tang, F. (2019) Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System, 84, 133-144. doi: https://doi.org/10.1016/j.system.2019.06.006

Calafato, R., & Tang, F. (2019). The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua, 219, 24-38. doi: 10.1016/j.lingua.2018.11.003

Catolfi. A. and Gargiulo, M. (2019). Lingua e spazio urbano a Roma nel racconto di Ettore Scola. Il caso di “Una giornata particolare”. Bells Journal.

Floris, A. and Gargiulo, M. (2019). Una famiglia felice, un documentario esempio di sociolinguistica visuale (con dvd), in Martorelli, R. (ed.), Know the sea to live the sea. Conoscere il mare per vivere il mare. Perugia: Morlacchi.

Gargiulo, M. (2019). Tracce di plurilinguismo nel cinema del periodo fascista, in Marcato G., Itinerari Dialettali. Pisa Cleup.

Haukås, Å. (2019) Zur Übertragbarkeit früherer Sprachlernerfahrungen in den L3-Deutschunterricht. IDT 2017. Band I: Hauptvorträge (p. 48-58). Berlin: Erich Schmidt Verlag. https://www.esv.info/download/katalog/media/9783503181612/IDT%202017%20B...

Haukås, Å. (2019). Einstellungen und Erfahrungen von Lehramtsstudierenden zur Mehrsprachigkeitsorientierung im Deutschunterricht. German as a Foreign Language, 1, 5-24. http://gfl-journal.de/1-2019/Haukas.pdf

Shang, G.W. & Xie, F. (2019). Is “poor” English in linguistic landscape useful for EFL teaching and learning? Perspectives of EFL teachers in China. International Journal of Applied Linguistics, 30, 35-49. DOI: 10.1111/ijal.12258

Shang, G.W. (2019). Review of Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource. International Journal of Multilingualism, 17(4),552-555.

2018

Haukås, Å., & Speitz, H. (2018) Flerspråklighet og språkfagene i skolen. In C. Bjørke, M. Dypedahl & Å Haukås (Ed.), Fremmedspråksdidaktikk (p. 49-64). Oslo: Cappelen Damm Akademisk.

Haukås, Å., & Speitz, H. (2018) Plurilingual Learning and Teaching. In H. Bøhn, M. Dypedahl & G.-A. Myklevold (Ed.), Teaching and Learning English (p. 303-321). Oslo: Cappelen Damm Akademisk

Gargiulo, M. (2018). The Reinvention of Realism. Multilingualism in Italian New Cinema. L’Avventura. International Journal of Italian Film and Media Landscapes.

Shang, G.W. (2018). Tourism linguistic landscape study: A macro sociolinguistic perspective. Journal of Zhejiang International Studies University, 3, 46-56.

2017

Haukås, Å. (2017). Zur Förderung von Mehrsprachigkeit in DaF-Lehrwerken. Deutsch als Fremdsprache, 03, 158-167. https://www.dafdigital.de/DaF.03.2017.158

Shang, G.W. & Guo, L.B. (2017). Linguistic landscape in Singapore: what shop names reveal about Singapore’s multilingualism. International Journal of Multilingualism, 14(2),183-201. DOI: 10.1080/14790718.2016.1218497

Shang, G. W. & Zhao, S. H. (2017). Standardizing Chinesel language in Singapore: Issues of policy and practice. Journal of Multilingual and Multicultural Development, 38(4), 315-329. DOI: 10.1080/01434632.2016.1201091

Shang, G. W. (2017). Linguistic landscape and language teaching: From resource to tool. Chinese Journal of Language Policy and Planning, 2(2): 11-19.

Shang, G.W. & Zhao, S.H. (2017). Bottom-up multilingualism in Singapore: Code choice on shop signs. English Today, 33(3), 8-14doi:10.1017/S026607841600047X

Shang, G.W. & Zhao, S.H. (2017). What standard and whose standard: Issues in the development of Chinese proficiency descriptors in Singapore. In Zhang, D. & Lin, C.H. (eds.), Assessing Chinese as a Second Language (pp.159-181). New York: Springer. 

2016

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1-18. https://doi.org/10.1080/14790718.2015.1041960

Storto, A. C., & Biondo, F. P. (2016). The mobility between languages and the fluxes of globalization: reviewing paradigms, transcending paradoxes. Revista da Anpoll, 1(40), 77-89. https://anpoll.emnuvens.com.br/revista/article/view/1018

Shang, G. W. (2016). An economics approach to linguistic landscape: Singapore, Malaysia and Thailand as a Case. Chinese Journal of Language Policy and Planning, 1(4): 83-91.

Shang, G. W. & Chew, C. H. (2016). Singapore Mandarin: sound and pronunciation variations. Journal of International Chinese Studies, 7(1): 199-211.

Zhao, S. H. & Shang, G. W. (2016) Language planning agency in China: from the perspective of the language academies, Current Issues in Language Planning, 17(1): 23-35. DOI: 10.1080/14664208.2015.1094386

2015

Haukås, Å. (2015). A Comparison of L2 and L3 Learners’ Strategy Use in School Settings. Canadian modern language review71(4), 383-405. https://doi.org/10.3138/cmlr.2701

Shang, G.W., Chin, K.N. & Chan, D. (2015). Error Diagnosis in Singapore’s Chinese Language Teaching: Difficulties and Solutions. Electronic Journal of Foreign Language Teaching, 12(S1):305-317.

Shang, G.W. (2015). Low-Degree Adverbs in Modern Chinese: Grammatical Features and Explanation. Research on Chinese as a Second Language, 12: 44-55.

Zhao, S.H. & Shang, G.W. (2015). Coding and comparing pedagogic features of teaching practices: What happens in Chinese language classes in Singapore’s primary schools? In R. E. Silver & W. D. Bokhorst-Heng (eds.), Quadrilingual Education in Singapore: Pedagogical Innovation in Language Education (pp.505-549). New York: Springer.

Shang, G.W. (2015). English teaching in Schools of Southeast Asian Countries. In Guo, X. (ed.), Language Situation in China 2015. Beijing: Commercial Press.

2014

Haukås, Å. (2014). Metakognisjon om språk og språklæring i et flerspråklighetsperspektiv. Acta Didactica Norge, 8(2), Art-7. http://dx.doi.org/10.5617/adno.1130