In this paper, the Norwegian progressive forms are examined by way of a corpus study, including both a monolingual corpus and a Norwegian-English parallel corpus. The corpora reveal patterns and properties of Norwegian progressives that are novel compared to those of a well-studied aspectual system like that in English. The study shows that the progressives should be grouped into two subgroups, according to their combinatorial and semantic properties. The array of properties that is brought out by the examination of the monolingual and parallel corpora is accounted for in a formal semantic frame, based on works by Dowty (1979) and Krifka (1992Krifka ( , 1998, and also drawing on insights from, among others, Rothstein (1999Rothstein ( , 2004.
The topic of this paper is literacy education and reading engagement in multilingual classes. The research question is: What facilitates reading engagement in the language of instruction in multilingual classes? In the paper we analyse reading engagement in the language of instruction in three multilingual classes in Norway within a literature based "book-flooding" program. The design was a research and development project in which teachers, researchers and librarians collaborated within literacy education (2007)(2008)(2009)(2010)(2011). In the paper we present the pedagogical interventions within the project and analyse the subsequent reading engagement. The measuring of reading engagement is based on a survey of the participating students in 2009, two years into the project. The overwhelming majority of the students were found to be what we define as engaged readers, measured by way of the students' amount of voluntary reading, library use and attitudes towards reading. The findings indicate that literature-based education, non-segregated educational provisions and use of library resources facilitated reading engagement in the language of instruction among both first-and second-language learners.
In this paper it is shown that parallel concordancing represents an efficient means of explicating the grammaticalization level of linguistic forms. One progressive form in Norwegian and the progressive in Spanish are found to be translationally equivalent in some contexts but not in others. In addition, the degree of overlap of the two constructions is seen to vary with the direction of the translation, i.e. the Norwegian progressive is more often translated by a Spanish progressive than vice versa. These results correspond neatly to the part of grammaticalization theory which emphasizes the relation between the general meaning of a form, the widening of distribution and the increase in frequency.; The general meaning of the Spanish progressive gives it a wider distribution and a higher frequency than the Norwegian progressive. Corresponding results are also found in a test case comparing the Norwegian and the English progressives. Parallel concordancing thus strengthens the claim based on monolingual studies that this Norwegian progressive is partially but not totally grammaticalized. The parallel concordancing method has the additional advantage that the contexts determining when the forms are translationally equivalent can be read off directly from the concordances.
In this article, we analyze the use of the term ‘morsmål’ (‘mother tongue’) in official Norwegian documents and in media texts to identify if and how its conceptualization has changed in the era of increasing globalization. Our point of view is explorative. When examining our data, we highlight the importance of reflecting openly about the instability of powerful concepts. We highlight two partly conflicting conceptualizations that we name the ‘traditional use’ and the ‘novel use’, respectively. Building on critical discourse analysis and conceptual metaphor theory we explore how the conceptualizations reveal certain aspects of ideologies and the potential management of multilingualism in society. A broader understanding of how conceptualizations of mother tongue(s) are played out in the Norwegian context may contribute to the dialogue about multilingualism as it is understood and recognized across diverse contexts.
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