Joke Dewilde

• Dewilde, Joke & Kudriavtseva, Natalia (2026). Between purism and flexibility: Ukrainian translators negotiating multilingual teaching materials in Norway. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2026.2714290. Full text in Research Archive Show summary

  This article examines how two Ukrainian translators in Norway negotiatedlanguage ideologies when translating and adapting teaching materials fornewly arrived students. Drawing on biographical interviews and acollaborative translation workshop, we analyse how their linguisticrepertoires and dispositions – shaped by Ukrainian–Russianbilingualism, wartime experiences, and migration – interact with thecommunicative norms and pedagogical expectations of Norwegianschooling. The analysis shows how experiential understandings ofnativeness, asymmetric bilingual practices, and shifting stances towardsthe Russian language inform views of what counts as appropriateschool language. In the host-country context, egalitarian addresspractices, institutional expectations, and digital translation toolsmediate decisions about terminology and formality. We argue that theworkshop interactions suggest that translation in migrant education canfunction as a key site for negotiating purist and flexible orientations tomultilingualism and that translators, in this context, played animportant role in shaping the linguistic accessibility and culturalpositioning of educational materials.

• Ennser-Kananen, Johanna; Beiler, Ingrid M. Rodrick & Dewilde, Joke (2026). Educational encounters through food, drink, and Arabic. Apples - Journal of Applied Language Studies. p. 27–27. doi: 10.47862/apples.160987. Full text in Research Archive Show summary

  This article investigates how food and drink may facilitate educational and relational encounters with Arabic-speaking adult students and open up possibilities for transpositioning (Hawkins & Tiwari, 2024; Li Wei & Lee, 2024) in adult basic education (ABE). Drawing on sensory ethnography (Pink, 2015), we analyze how food, drink, and communication across Arabic, Nordic languages, and English created joint emplacement and relational reciprocity in adult basic education settings in Finland and Norway. Adult students from South-West Asia and North Africa used educational spaces to act as teachers and hosts, in settings where they are often positioned as guests or even social clients. These encounters may allow for greater reciprocity than what is common in adult migrant education, as food and drink connect to transnational histories, affective and sociomaterial realities, and lived experiences.

• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2026). Epistemologies of language and epistemic injustice in adult basic education for immigrants. Applied Linguistics. ISSN 0142-6001. doi: 10.1093/applin/amag021. Full text in Research Archive Show summary

  Abstract Many adults who immigrate from the Global South to Western countries experience devaluation of their knowledge and expertise. Such epistemic injustice may be exacerbated by Eurocentric epistemologies of language as fixed and codified, rather than as a dynamic, relational practice. This study explores how these dynamics unfold in adult basic education by examining intersections of language and epistemic injustice, including hermeneutical, contributory, and testimonial injustice. Drawing on ethnographic data from a collaborative translanguaging project in Norway, we show how (1) dominant institutional conceptions of language created interpretive gaps obscuring students’ epistemic resources (hermeneutical injustice); (2) teachers often misrecognized students’ linguistic expertise, both form-focused and practice-oriented, based on legibility problems in their classroom practices (contributory injustice); and (3) institutional placement procedures underestimated students’ educational qualifications and language skills through a monolanguaging mode of listening (testimonial injustice). We call for interlinked first-, second-, and third-order change to institutional practices, modes of perception, and forms of relationality, underscoring that multilingual pedagogies must explicitly commit to epistemic equality if they are to counter, rather than reproduce, entrenched inequalities.

• Hosseini, Mona; Dewilde, Joke & Haukås, Åsta (2026). Pre-service teachers’ perceived agency in developing family–school cooperation for language learning. Journal of educational change. ISSN 1389-2843. 27(1), p. 83–102. doi: 10.1007/s10833-026-09543-w. Full text in Research Archive Show summary

  Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investigates 13 pre-service language teachers’ awareness of the role of families and family language policy in children’s language development, and their readiness to engage agentically in family–school cooperation. Data from focus group discussions were analysed using reflexive thematic analysis. Findings reveal that while participants recognised families as valuable linguistic resources, they were hesitant to initiate cooperation due to structural, institutional, and cultural constraints. Pre-service teachers identified several hindrances in collaborating with families. These included parents’ inadequate language knowledge, language barriers present in families with an immigration background, and teachers’ limited time. The study underscores the need to integrate knowledge of family language policy, the influence of home linguistic environments, and strategies for effective family–school cooperation into language teacher education programmes to better prepare future educators for effective cooperation with families.

• Dewilde, Joke; Kjørven, Ole Kolbjørn & Vijayavarathan-R, Kalpana (2026). ‘Art is everything, it’s like a safe space’: Minority artists’ negotiation of identity and heritage across two Nordic contexts. Journal of Intercultural Studies. ISSN 0725-6868. doi: 10.1080/07256868.2026.2636891. Full text in Research Archive Show summary

  Art has long served as a form of social critique, yet the perspectives of minority artists often remain on the margins of public discourse. This article investigates how minority artists in increasingly diverse Nordic contexts – The Faroe Islands and Norway – use art to negotiate identity, claim heritage, and engage majority audiences. We present two telling cases: (1) a Faroese case involving two second-generation artists – a musician and a visual artist – who reflect on growing up visibly different in a culturally homogeneous society; and (2) a Norwegian case featuring three Latin American artists – a dancer, a guitarist, and a storyteller – whose performances challenge stereotypical notions of ‘Latino culture’. Based on interviews and ethnographic observation, the analysis traces how these artists transform personal and collective experiences into public engagement. Drawing on theories of identity and heritage, the article highlights how art functions as a safe space for existential grounding, articulating minority experiences, and acts of cultural engagement. By centring minority voices within contexts often perceived as culturally homogeneous and egalitarian, this study sheds light on the transformative potential of art, with relevance beyond the Nordic region.

• Baral, Lekh Nath; Axelsson, Marcus & Dewilde, Joke (2025). Tracing critical multilingual language awareness among experienced primary school language teachers in Norway. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. 28(10), p. 1209–1227. doi: 10.1080/13670050.2025.2527803. Full text in Research Archive
• Kjørven, Ole Kolbjørn; Dewilde, Joke & Skrefsrud, Thor Andre (2024). Negotiating Indigenous participation and heritage at a multicultural museum event in Norway. Museum and Society (M&S). 22(2), p. 1–14. doi: 10.29311/mas.v22iAdditional.4401. Full text in Research Archive Show summary

  This article investigates how Indigenous participation and heritage are negotiated at a multicultural festival at the Norwegian Railway Museum. While such events respond to the call for meeting places fostering social inclusion and belonging, researchers within museology and festival research warn against promoting superficial and biased understandings of Indigeneity. Based on fieldwork and semi-structured interviews with festival organizers and Greenlandic contributors, we found that Indigenous participation was negotiated along two lines. First, the organizers and the Greenlanders shared enthusiasm for the festival’s inclusive vision, yet they experienced different levels of ownership. The organizers were in charge; one Greenlandic contributor took on an active role while others became more silent consultants. Second, the negotiations revealed contrasting perceptions of Indigeneity, ranging from the organizers’ traditional understanding to the Greenlanders’ ambivalence toward the term. We argue that for multicultural museum and festival events to succeed in being inclusive, they must adopt critical and reflective approaches to ownership, as well as more complex understandings of Indigenous participation and heritage.

• Beiler, Ingrid Rodrick & Dewilde, Joke (2024). "When we use that kind of language⋯ someone is going to jail": relationality and aesthetic interpretation in initial research encounters. Applied Linguistics Review. ISSN 1868-6303. doi: 10.1515/applirev-2024-0085. Full text in Research Archive Show summary

  The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as relational acts, where teachers and multilingual staff facilitated moral proximity through their affinity or shared biography with students, allowing us to move from anticipated difference to events of subjectivity. Second, we analyze research ethics protocols, notably the standardized consent letter, as aesthetic signs that evoked an affective response, which variously recalled unfavourable subject positions within neoliberal or authoritarian governmentality, including memories of trauma. The dynamic connection between aesthetics and relational ethics highlights the shortcomings of current institutional ethics requirements, since aesthetic interpretation cannot be fully anticipated and instead requires meaning-making in concrete relational encounters.

• Sæther, Elin; Kjørven, Ole Kolbjørn; Dewilde, Joke & Skrefsrud, Thor Andre (2024). Listening to young people’s voices: Attempts at developing context- and participant-sensitive approaches. Childhood. ISSN 0907-5682. 31(2), p. 176–191. doi: 10.1177/09075682241246394. Full text in Research Archive Show summary

  This article explores the methodological impact of sharpening researchers’ listening skills as part of the development of more context- and participant-sensitive approaches to research. The starting point is an analysis of structured app interviews with young people at a multicultural festival. Through the research process, we became increasingly aware of forms of communication we were prone to overlook, such as the here-and-now engagement of the participants, their carnivalesque expressions and associative and fragmented narration. Listening more openly required a reflexive extension of the data analysis and gave us unexpected glimpses into the life world and identity formation of young people.

• Einarsson, Charlotta; Krause-Alzaidi, Lara-Stephanie; Ahmed, Mohasin; Dyck, Dagmar; Moriarty, Erin & Ibrahim, Awad [Show all 28 contributors for this article] (2024). Communicating Within, Between and Beyond Social Categories. In Kubanyiova, Magdalena & Shetty, Parinita (Ed.), Listening Without Borders: Creating Spaces for Encountering Difference. Multilingual Matters. ISSN 9781788921046. p. 12–53. doi: 10.2307/jj.20558242.6. Full text in Research Archive
• Dewilde, Joke (2024). Multilingualism as a theme for the master's thesis investigation. In Hatlevik, Ida Katrine Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Ed.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. p. 131–142. doi: 10.4324/9781032693798-11. Full text in Research Archive Show summary

  Mi Lenga is an innovative interdisciplinary program focusing on multilingualism in schools and targeted at master’s students in a five-year Master of Education program for lower and upper secondary school at the University of Oslo. The Mi Lenga program brings together student teachers in the final stages of the five-year integrated teacher education program and provides an interdisciplinary forum for focused and joint investigation of issues of multilingualism that have received very little attention in their teacher education thus far. This chapter draws on research in (student) teacher beliefs and aims to bring forward student teachers’ voices through analysis of interviews, students’ written reflective memos, and student dissemination products such as podcasts and blog posts. Findings indicate that the students enrolled in the Mi Lenga program develop a complex and situated understanding of the phenomenon of multilingualism related to their specific school subject and to Norwegian school. The program also serves as an introduction to a larger practice and research community which is important for their agency.

• Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa; Heikkola, Leena Maria & Iversen, Jonas Yassin [Show all 11 contributors for this article] (2023). Mother tongue education in four Nordic countries - problem, right or resource? Apples - Journal of Applied Language Studies. 17(2), p. 52–72. doi: 10.47862/apples.113671. Full text in Research Archive Show summary

  The Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.

• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Pedagogisk transspråking i voksenopplæring. In Bugge, Edit & Carlsen, Cecilie Hamnes (Ed.), Norsk som andrespråk - voksne innvandrere som utvikler skriftkyndighet på et andrespråk. Cappelen Damm Akademisk. ISSN 9788202725310. p. 169–185. Full text in Research Archive
• Simers, Celine; Dewilde, Joke & Frønes, Tove Stjern (2023). “Det er veldig fristende å synge med”: Ungdomsskoleelevers kritiske tilnærming til flerspråklige sangtekster i norskfaget. Målbryting. ISSN 1500-8576. 14, p. 27–52. doi: 10.7557/17.7165. Full text in Research Archive Show summary

  Kritisk literacy og flerspråklig kompetanse er stadig mer relevante kompetanser for borgere i digitaliserte og globaliserte samfunn, og har også blitt tillagt mer vekt i den norske læreplanen. Kritisk literacy kan forstås som kompetanser elevene trenger i møte med ulike tekster, mens flerspråklighet i skolen handler om å lage rom for og bruke hver enkelt elevs språklige ressurser og identitet. Denne artikkelen undersøker hvordan ungdomsskoleelever forholder seg til flerspråklige tekster, og vi ser på mulighetene for å arbeide med kritisk literacy og flerspråklighet ved å bruke den skjønnlitterære teksttypen sangtekster. Artikkelen baserer seg på teorier om kritisk literacy og transspråking, og datamaterialet er innhentet gjennom to fokusgruppeintervjuer. Utvalget består av til sammen seks tiendeklasseelever fra en skole med store kulturelle og sosioøkonomiske forskjeller i osloområdet. Elevene ble bedt om å velge ut to tekster blant fire forslag til bruk i norskundervisningen i en tenkt åttendeklasse og vurdere tekstenes egnethet. Analysene viser at elevene har et nært forhold til mange ulike språk og språklige fenomener. Vi ser også at elevene har mye kunnskap om språk og sangtekster som populærkultur, men at deres evne til å forholde seg kritiske til tekstenes innhold er varierende. Flerspråklige sangtekster har et stort potensial som øvingsfelt for kritisk literacy, samtidig som det er en teksttype der elevene får vist sin kunnskap om språk og kultur. Sangtekstene kan brukes som verktøy for å bygge bro mellom elevens verden og skolen.

• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Pedagogical translanguaging in adult education. LESLLA Symposium Proceedings (LESLLASP). ISSN 2837-6684. 17(1), p. 5–21. doi: 10.5281/zenodo.8075594. Full text in Research Archive
• Dewilde, Joke (2022). Negotiating Minority Language Resources, Practices and Experiences in Norwegian Writing Instruction for Migrant Students. In Shaswar, Annika Norlund & Rosén, Jenny (Ed.), Literacies in the Age of Mobility: Literacy Practices of Adult and Adolescent Migrants. Palgrave Macmillan. ISSN 9783030833190. p. 239–262. doi: 10.1007/978-3-030-83317-6. Full text in Research Archive Show summary

  This chapter investigates writing instruction for migrant students with little formal education. The participants are 13 students and 2 Norwegian teachers at an upper secondary school in Norway. Data was produced by means of linguistic ethnographic methods such as field notes, audio-recordings, interviews and student texts. Finding indicate that students and teachers constructed opportunities and barriers with regard to building on students’ minority language resources, practices and experiences in writing instruction in multiple ways. I argue that the middle region (Meyrowitz, 1990), which is accessible to all parties but lacks the extremes of the front and back regions, holds pedagogical potential for teachers and students to further negotiate and ultimately push minority resources to the front region (Goffman, 1959).

• Dewilde, Joke; Kjørven, Ole Kolbjørn & Skrefsrud, Thor Andre (2021). Multicultural school festivals as a creative space for identity construction–the perspective of minority parents. Intercultural Education. ISSN 1467-5986. 32(2), p. 212–229. doi: 10.1080/14675986.2020.1851173. Full text in Research Archive Show summary

  In this article, we explore how minority parents construct and promote cultural identities through a multicultural school event in Norway. Such events respond to the call for diverse and inclusive initiatives to facilitate learning, belonging, and cohesion in schools. Interestingly, while schools see these events as helping further inclusion, prior research on the subject has criticized such events for promoting essentialist understandings of cultural identities, hence regarding them as counterproductive to the aim of promoting inclusion. This research has directed scarce attention to the participant perspective, among them minority parents. Using the stall of the Kurdish parents as an example, we conducted fieldwork applying the method of Linguistic Landscaping. In addition, we conducted semi-structured interviews with the parents asking questions about the festival and the meaning of the displayed representations in their stall. The findings indicate that the Kurdish parents involved view the event as an important space for creative construction of transnational and diasporic identities, as well as an opportunity for a minority group to strive for acceptance for its cause. We end the article by reflecting on the pedagogical potential in multicultural school events as tools for creating inclusive school practices.

• Snoder, Sara; Hedman, Christina & Dewilde, Joke (2021). Legitimized multilingualism in diluted doses - The perspective of multilingual primary school teachers. Acta Didactica Norden (ADNO). 15(2). doi: 10.5617/ADNO.8477. Full text in Research Archive
• Beiler, Ingrid M. Rodrick; Korne, Haley De & Dewilde, Joke (2021). Etnografiske tilnærminger til andrespråksforskning. NOA - Norsk som andrespråk. ISSN 0801-3284. 37(1-2), p. 33–57. Full text in Research Archive Show summary

  This article offers an introduction to ethnographic methods for research on second language learning in and outside of the classroom. Ethnographic methods can address many different questions about second language learning, either as the overarching methodology or in combination with other methods. We demonstrate how these methods can be applied to second language research through examples from ethnographic studies in three different contexts. The first case is a classroom-based study, where an ethnographic approach offered more nuanced insight into the significance of various language resources for students’ writing development. Screen recording and language portraits are highlighted as methodological contributions. The second case is a study of language and culture learning outside of school, where team ethnography was combined with a multilingual interview app to study a multicultural festival, giving new insight into young people’s experiences of the festival. The third case presents a study where the researcher collaborated with stakeholders to establish more inclusive language education practices in higher education, illustrating how ethnographic research can support positive social change. In conclusion, we point to digital data collection methods and participant involvement as important future directions for ethnographic research on second language learning.

• Dewilde, Joke & Skrefsrud, Thor Andre (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk. 7, p. 196–209. doi: 10.23865/ntpk.v7.2145. Full text in Research Archive Show summary

  The article discusses schools’ use of multicultural school events as a practice designed to enhance inclusion and to prevent prejudice and negative intergroup attitudes in school. While prior research has largely criticized such events for promoting cultural stereotypes and essentialist cultural identities, in this article we argue for a more nuanced way of perceiving such practices. Based on our previous empirical work, we apply the idea of strategic essentialism (Spivak, 1996) and discuss how multicultural school events may also represent an opportunity for minority parents to achieve certain objectives. The minority temporarily adopts the image provided by the majority and uses it in a strategic manner to act and pursue chosen political advantages. However, we also critically discuss possible limitations and pitfalls of the idea of strategic essentialism as the concept may in fact essentialize the minority group contrary to the intention of the multicultural school event. The contribution of the article is a theoretically informed discussion of how these events may ascribe agency to the participating families, reducing the way critics perceive them solely as victims of a majority-dominated and non-inclusive practice.

• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2021). Young people’s experiences and meaning-making at a multicultural festival in Norway. Journal of Peace Education. ISSN 1740-0201. p. 1–19. doi: 10.1080/17400201.2021.1911792. Full text in Research Archive Show summary

  This article explores young people’s experiences and meaning-making at a multicultural festival. Multicultural festivals aim to promote inclusion and challenge problem-oriented discourses in current debates on diversity and migration. Listening to youth voices from such a festival gives a sense of how young participants perceive representations of cultural difference, and how they relate these representations to their own identity and sense of belonging. The participants in our study are 86 young people from diverse cultural and linguistic backgrounds between the ages of 12 and 20. They recorded answers to our questions about what they did at the festival as well as the memories that participation evokes using a specially developed app. Interpreting the broad spectrum of their reflections in the light of theories about intercultural learning and citizenship, we found that the young people were eager to learn about the Other by experiencing cultural differences and engaging with traditions different to their own. In addition, they experienced the festival as an inclusive space, open for transnational identities, and evoking a sense of safety and belonging. We conclude by arguing that the young participants take with them experiences and memories of diversity as the norm rather than the exception.

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• Dewilde, Joke & Lauwo, Monica Shank (2026). Dekoloniale sprekker i utvikling av flerspråklige læremidler. doi: https:/www.hf.uio.no/senter-for-norsk-fagsprak-i-bruk/aktuelt/arrangementer/sone-konferansen-2026.html. Full text in Research Archive Show summary

  Utvikling av flerspråklige læremidler framstilles ofte som et teknisk eller pedagogisk spørsmål, men slike prosesser er også ideologiske og politiske (De Korne, 2021; Guzula & Tyler, 2025). De innebærer valg om hvilke språk og varieteter som legitimeres, hvem læremidlene forestilles å være for, og hvordan elever med ulike skolebakgrunner, migrasjonserfaringer og språklige repertoarer skal få tilgang til faglig innhold. Med utgangspunkt i dekoloniale perspektiver på flerspråklighet (Makoni & Pennycook, 2025) undersøker vi hvordan produsent, tospråklige lærere og nyankomne elever forhandler om språk, standardisering, forståelse og målgrupper i den norske læringsplattformen Hugin og Munin. Plattformen tilbyr faglig støtte på flere språk til ungdommer med kort botid i Norge. Materialet består av en deltakerorientert workshop med produsent, tospråklige lærere, elever og andre språkkyndige deltakere, supplert med oppfølgingsintervjuer og elevintervjuer fra en pilotstudie. I presentasjonen retter vi særlig oppmerksomhet mot arabisk- og swahili-relaterte data. Analysen viser hvordan utvikling av flerspråklige læremidler formes av spenninger mellom navngitte språk og levde repertoarer, mellom standardspråksideologier og tilgjengelighet, og mellom forestilte målgrupper og elevenes situerte behov. Arabisk og swahili synliggjør ulike, men sammenvevde dilemmaer. I arabisk-materialet blir forholdet mellom standardarabisk som skriftlig fellesressurs og behovet for pedagogisk forklaring, eksempler og muntlig fleksibilitet særlig tydelig. I swahili-materialet trer privilegering av standardisert tanzaniansk swahili fram i møte med kongolesiske og andre levde swahili-repertoarer. Samtidig viser studien hvordan dekoloniale «sprekker» (Walsh, 2018) kan oppstå gjennom små, relasjonelle praksiser som forklaring, tilpasning, multimodal støtte, språklig fleksibilitet og oppmerksomhet på elevenes erfaringer.

• Dewilde, Joke & Kudriavtseva, Natalia (2026). Språkideologier i oversettelse av læremidler – mellom pragmatisme og purisme. doi: https:/www.uib.no/lle/177399/konferanse-om-nordens-spr%C3%A5k-som-andrespr%C3%A5k. Full text in Research Archive Show summary

  Russlands invasjon av Ukraina har aktualisert oversettelse av læremidler til ukrainsk og russisk i norsk skole. I denne konteksten framstår oversettelse som en ideologisk ladet praksis. Språkvalg fungerer både som pedagogisk ressurs og som politisk og moralsk markør. Med utgangspunkt i språkideologi (Woolard & Schieffelin, 1994) og oversettelse som sosial praksis (Wolf, 2007), undersøker vi hvordan slike ideologier kommer til uttrykk og forhandles i utviklingen av det flerspråklige læremiddelet Hugin og Munin. Datamaterialet består av biografiske intervjuer og en samarbeidsbasert oversettelsesworkshop med to ukrainske oversettere med ulike migrasjonserfaringer. Analysen identifiserer tre hovedfunn. For det første viser studien hvordan oversetternes habitus er formet gjennom levd ukrainsk–russisk tospråklighet, der «førstespråk» forstås gjennom affektive og kognitive erfaringer snarere enn som en gitt kategori. Dette gir opphav til ulike ideologiske orienteringer, fra puristiske til pragmatiske, som omformes i krigskonteksten. For det andre viser analysen hvordan krigen endrer disse orienteringene og gir opphav til nye ideologiske posisjoneringer, der språkvalg i økende grad moraliseres. Dette kan forstås som spenninger mellom separate og fleksible språkideologier (Creese & Blackledge, 2011). For det tredje framstår oversettelse i flerspråklig opplæring som en «translation zone» (Simon, 2013), der motstridende språkideologier forhandles og midlertidig justeres gjennom konkrete valg knyttet til terminologi, stil og pedagogisk tilgjengelighet i møte med vertskontekstens normer. Vi argumenterer for at oversettelse ikke bare reflekterer språkideologier i konfliktsituasjoner, men også utgjør en sentral arena der de aktivt bearbeides og midlertidig håndteres i institusjonell praksis, og slik former hva som framstår som språklig tilgjengelig og pedagogisk legitimt.

• Hussein, Ali; Dewilde, Joke; Kjørven, Ole Kolbjørn & Vijayavarathan-R, Kalpana (2026). – Kunsten vår blir politisk idet folk ser den - Utrop. [Journal]. Utrop. Full text in Research Archive Show summary

  To søstre med minoritetsbakgrunn forteller om erfaringer som sjelden blir snakket om offentlig. Nå vekker kunsten deres oppmerksomhet langt utenfor Færøyene.

• Heie, Magnus; Dewilde, Joke & Kjørven, Ole Kolbjørn (2026). For kunstnere med minoritetsbakgrunn kan kunsten være et frirom - Forskningsnytt. [Internet]. UiO Forskningsnytt. doi: https:/www.uio.no/forskning/forskningsnytt/artikler/2026/kunst-som-frirom.html. Full text in Research Archive Show summary

  Nordiske kunstnere med minoritetsbakgrunn utforsker identitet, arv og forholdet til majoritetssamfunnet gjennom kunst. – Erfaringene er relevante i klasserommet, sier forsker.

• Dewilde, Joke (2025). Informasjon og læringsressurser på flere språk. doi: https:/www.uio.no/om/aktuelt/universitetsplassen/domus-bibliotheca/arrangementer/2025/laringsressuser-pa-flere-sprak.html. Full text in Research Archive Show summary

  Viktig informasjon og læringsressurser oversettes til flere språk for å støtte innlærere av norsk. Men hvordan sikrer vi at oversettelsene er presise, inkluderende og relevante?

• Aisinger, Pernille & Dewilde, Joke (2025). Dårlige læremidler spænder ben for flersprogede elevers læring. [Journal]. Folkeskolen. doi: https:/www.folkeskolen.dk/forsker-daarlige-laeremidler-spaender-ben-for-flersprogede-elever/. Full text in Research Archive Show summary

  Det stiller meget store krav til lærerne, når der ikke findes gode læremidler til nyankomne og flersprogede elever. De risikerer ubevidst at genskabe ubehagelige hierarkier i klassen.

• Dewilde, Joke (2025). Flerspråklighet som en ressurs i voksenopplæring. Full text in Research Archive Show summary

  Læreplanen fastslår at "alle elever skal få oppleve at det å kunne flere språk er en ressurs". I dette foredraget ser vi nærmere på den flerspråklige vendingen i språkfag, og hvordan lærere konkret kan bruke deltakernes repertoar som en ressurs i opplæringa.

• Dewilde, Joke (2025). Snakk om språk! Full text in Research Archive Show summary

  Vi skal uden for vores egen danske andedam og høre om en norsk forskningskampagne for flersproglige elever: En fersk rapport om utvikling av flerspråklige læremidler i Norge viser, at lærere og elever opplever dem som nyttige, men at de også har reservasjoner. I kampanjen ”Snakk om språk!” diskuterer elever deres holdninger til å bruke flere språk i skolen gjennom et brettspill og en språkminneoppgave. Etter en kort innledning prøver vi ut aktivitetene i grupper, reflekterer sammen i plenum og sammenligner våre svarene med elevers innsikter fra kampanjen.

• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2025). Biography, materiality, and affect in hybrid, bilingual English teaching to adult refugees in Norway. Full text in Research Archive
• Ennser-Kananen, Johanna; Beiler, Ingrid M. Rodrick & Dewilde, Joke (2025). Encounters through food, drink, and Arabic in adult basic education. Full text in Research Archive
• Dewilde, Joke (2025). Translanguaging in multicultural school and community events. Full text in Research Archive
• Kjørven, Ole Kolbjørn; Dewilde, Joke & Skrefsrud, Thor Andre (2025). Forhandling om urfolks deltakelse på et flerkulturelt museumsarrangement. Full text in Research Archive
• Dewilde, Joke & Sæther, Elin (2024). Sustainability education in a diverse adult education classroom. Full text in Research Archive
• Beiler, Ingrid Rodrick & Dewilde, Joke (2024). Multilingual practices and epistemic injustice in a Norwegian adult basic education program. Full text in Research Archive
• Dewilde, Joke & Roland, Victoria (2024). Nyankomne elevers bruk og opplevelse av det flerspråklige læremiddelet Hugin og Munin. Full text in Research Archive
• Dewilde, Joke (2024). Flerspråklighet som en ressurs i opplæringa. Full text in Research Archive
• Dewilde, Joke (2024). Flerspråklighet som er ressurs for tospråklige lærere. Full text in Research Archive
• Dewilde, Joke (2024). Flerspråklighet som ressurs i voksenopplæringa. Full text in Research Archive
• Dewilde, Joke (2024). Hoe Noorwegen omgaat met meertaligheid [How Norway deals with multilingualism]. Full text in Research Archive
• Dewilde, Joke & Beiler, Ingrid M. Rodrick (2024). Pedagogical translanguaging: From detective to transformer. Full text in Research Archive
• Dewilde, Joke (2024). Det transspråklige klasserom: Tospråklige lærere som oppfinnere. Full text in Research Archive
• Dewilde, Joke (2024). Elevers flerspråklige repertoar – en opplevd ressurs? Full text in Research Archive
• Dewilde, Joke (2024). Det transspråkinge klasserom: Lærere som oppfinnere. Full text in Research Archive
• Dewilde, Joke (2024). Fra Bollywood og FC Barcelona til skoleoppgaver: Å knytte sammen skriving innenfor og utenfor skolen. Full text in Research Archive
• Dewilde, Joke & Silje, Pileberg (2023). Lyden av mangfald i klasserommet. [Journal]. Prosa. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2023). When we see that kind of language, “someone is going to jail”: Encountering difference ethically in adult basic education. Full text in Research Archive
• Dewilde, Joke (2023). Å utforske ungdommers språklige repertoar i lys av livsmestring. Full text in Research Archive
• Dewilde, Joke (2023). Flerspråklighet som ressurs i voksenopplæring. Full text in Research Archive
• Dewilde, Joke (2023). Flerspråklighet som ressurs i voksenopplæring - nyere perspektiver og empiriske eksempler. Full text in Research Archive
• Dewilde, Joke (2023). Flerspråklighet som en ressurs i lese-, skrive- og språkopplæring. Full text in Research Archive
• Dewilde, Joke (2023). “It’s so pleasant here. I’ll take off my shoes” – Connecting multilingualism and wellbeing. Full text in Research Archive
• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Epistemological shifts and enduring ideologies of language in a collaborative translanguaging project ​in adult basic education. Full text in Research Archive
• Dewilde, Joke; Evensen, Tone & Dede, Umran (2023). Transspråking - fordyping. Full text in Research Archive
• Dewilde, Joke & Reda, Fatima (2023). Transspråking - en innledning. Full text in Research Archive
• Dewilde, Joke (2023). Flerspråklighet som ressurs. Full text in Research Archive
• Bjermeland, Monica & Dewilde, Joke (2023). Using fiction to communicate facts? Yes, you can! Full text in Research Archive
• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Alignment and authorial labor in writing with translation technology. Full text in Research Archive
• Beiler, Ingrid Miriam Rodrick & Dewilde, Joke (2023). Transnational adult students’ literacy expertise: Between recognition and non-recognition. Full text in Research Archive
• Dewilde, Joke & Holum, Line-Marie (2023). Flerspråklighet som ressurs – filmserie med oppgaver. [Internet]. https://nafo.oslomet.no/kompetanseheving/nettbaserte-kurs/ko. Full text in Research Archive
• Dewilde, Joke & Roland, Victoria (2023). Hugin og Munin i et elevperspektiv: Presentasjon av sentrale funn. Full text in Research Archive
• Dewilde, Joke (2023). Å skrive masteroppgave i flerspråklighet på Mi Lenga-programmet. Full text in Research Archive Show summary

  Mi Lenga er et forsknings- og utviklingsprogram som skal være sentralt i utviklinga av framtidas flerspråklige skole. Ambisjonen er å utdanne høyt kompetente lektorer med ekspertise innafor flerspråklighet i opplæring. Mi Lenga rekrutterer studenter med ulike språkbakgrunner som skriver masteroppgave om flerspråklighet i sitt masterfag. De former et fellesskap med nåværende og tidligere masterstudenter gjennom ulike seminarer. I intervjuer rapporterer studentene at de har fått en dypere innsikt i flerspråklighet som fenomen og i opplæring. De trekker også fram verdien av å bli sosialisert inn i et større praksis- og forskningsfellesskap.

• Dewilde, Joke; Adulrahman, Shaz; Ali, Saleha Ayoubi; Dede, Umran; Ellefsrud, Marte Engen & Gashi, Arlinda [Show all 19 contributors for this article] (2022). Den opplevde språklige fiaskoen. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Flerspråklighet, ressursperspektiv og parallell fag- og språkopplæring. Full text in Research Archive
• Dewilde, Joke (2022). Pedagogisk transspråking i voksenopplæring: Fra detektiv til endringsskaper. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). When we see that kind of language, "someone is going to jail": Aesthetic interpretation and ethical research encounters. Full text in Research Archive
• Dewilde, Joke (2022). Norskopplæring for voksne innvandrere: – Vi må hjelpe dem på de språkene vi kan. [Internet]. Forskning.no. Full text in Research Archive
• Dewilde, Joke (2022). Multilingualism as a resource: Linking in and out of school practices. Full text in Research Archive
• Dewilde, Joke (2022). Flerspråklighet som ressurs i opplæring - med vekt på yrkesfag og voksenopplæring. Full text in Research Archive
• Dewilde, Joke (2022). Flerspråklighet som ressurs i opplæring - med vekt på innføringsklasser. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Epistemological shifts and enduring ideologies of language in a translanguaging project. Full text in Research Archive Show summary

  Translanguaging breaks with much traditional language education not only by questioning monolingual ideologies, but through an epistemology that gives primacy to repertoire and practices, rather than languages (García, 2017). This study aims to examine such epistemological shifts within a collaborative implementation of translanguaging in adult basic education for recent immigrants to Norway. The study design aligned with ethnographic monitoring (De Korne & Hornberger, 2017), involving cycles of problem-posing, implementation with participant observation, and evaluation with 5 teachers for one year. Due to COVID-19, the project moved partly into digital forums. Data include field notes, video and audio recordings of in-person and online teaching, meeting recordings, classroom artifacts, and interviews with students, assistants, teachers, and a school leader. A jointly identified goal was to facilitate translanguaging for students with varying access to others with a similar language background. During the project, we found both shifts and durability in dominant epistemologies of language and literacy. First, the teachers expanded their understanding of multilingual competence, from focusing singly on a ‘mother tongue’ as a resource to recognizing students’ multifaceted linguistic repertoires. Second, we observed a more qualified shift toward practice-based pedagogies. While the teachers increasingly identified with García’s (2017) role of detective, they remained unsure about their students’ ability to engage independently with digital technology, despite student practices that indicated potential to us as researchers. Third, we found a form-focused approach to language to remain dominant, although some projects incorporated discussion of lived experiences of language and literacy. With these findings, we seek to highlight the epistemologies that undergird translanguaging and discuss the potential durability of existing notions of language and literacy, even as teachers embrace a more inclusive, multilingual approach. We argue that implementations of translanguaging must address epistemic justice (Severo et al., 2020) to encourage deeper transformation of classroom practice.

• Dewilde, Joke & Bjermeland, Monica (2022). Norskopplæring for voksne innvandrere: – Vi må hjelpe dem på de språkene vi kan. [Internet]. Forskning.no. Full text in Research Archive
• Dewilde, Joke (2022). Pedagogisk transspråking i voksenopplæring. Full text in Research Archive
• Dewilde, Joke (2022). Transspråking som pedagogisk strategi: Et ressursperspektiv på (språk)opplæring. Full text in Research Archive
• Dewilde, Joke (2022). Pedagogisk transspråking som ressursorientert tilnærming til språkopplæring i voksenopplæringa. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Location, location, location: Representing difference in regional centres. Ether – Ethics and Aesthetics for Encountering the Other. Full text in Research Archive
• Tonsberg, Signe; Beiler, Ingrid Rodrick & Dewilde, Joke (2021). Ja, det er faktisk helt okay at tale arabisk i dansktimen. [Journal]. Magasinet Gymnasieforskning. Full text in Research Archive
• Dewilde, Joke (2021). Mi Lenga: A Research & Development programme that will be central in the design of the multilingual school of the future. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Flerspråklighet og transspråking i opplæring for voksne innvandrere med lite skolegang. Full text in Research Archive
• Dewilde, Joke Ingrid (2021). Mi Lenga: Et studentdrevet FoU-prosjekt som skal styrke flerspråklighet i opplæring ved ILS, UiO. Full text in Research Archive
• Dewilde, Joke & Hatvik, Karoline (2021). Flerspråklige lesestrategier i undervisning for ungdommer med kort botid. Full text in Research Archive
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking i voksenopplæring. Full text in Research Archive
• Beiler, Ingrid Rodrick & Dewilde, Joke (2021). When we see that kind of language, “someone is going to jail”. Ether – Ethics and Aesthetics for Encountering the Other. Full text in Research Archive
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021). Forskerne brukte denne campingvogna ute i felten til sine undersøkelser. [Journal]. Hamar Arbeiderblad. Full text in Research Archive
• Dewilde, Joke & Tonsberg, Signe (2021). Ja, det er faktisk helt okay at tale arabisk i dansktimen. [Journal]. Magasinet Gymnasieforskning . Full text in Research Archive
• Dewilde, Joke (2021). «Læreren må våge å legge fra seg ekspertrollen. Det er elevene som er eksperter på sine egne språk». Full text in Research Archive
• Bjermeland, Monica; Heie, Magnus; Colvin, Shane David; Dewilde, Joke & Ilner, Einar (2021). Episode 21: Det nye språkidealet er språkrikdom. [Radio]. Podcast Læring, UiO. Full text in Research Archive
• Dewilde, Joke (2021). Etnografiske studiar. Full text in Research Archive
• Dewilde, Joke & Reda, Fatima (2021). Episode 9: Fatima Reda om det å utdanne seg til å bli ekspert innenfor flerspråklighet i opplæring. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Full text in Research Archive Show summary

  Fatima Reda har nettopp avsluttet sitt første år som lektor i norsk etter å ha skrevet masteroppgave i norskdidaktikk under Mi Lenga-paraplyen. Hun forteller om hvordan hun brukte arabisk til å samle inn data, og hvordan hun opplevde sin forskerrolle som synlig minoritet. Til slutt deler Fatima noen refleksjoner rundt hvilken betydning masteroppgaven har for valgene hun gjør som lærer.

• Dewilde, Joke; Hatvik, Karoline & Abdulrahman, Shaz (2021). Episode 8: Shaz Abdulrahman og Karoline Hatvik om det å samarbeide med en lærer i forbindelse med datainnsamling. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2021). Transspråking som pedagogisk strategi i grunnodul og modul 1. Full text in Research Archive
• Iversen, Jonas Yassin; Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa & Heikkola, Leena Maria [Show all 11 contributors for this article] (2021). Conceptualising students with a migrant background and their languages in education across the Nordic countries. Full text in Research Archive
• Dewilde, Joke (2021). Monolingual and Translingual Orientations to Writing in a Class for Newly Arrived Students. Full text in Research Archive
• Dewilde, Joke (2021). Negotiating minority language resource in Norwegian writing instruction for migrant students. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Flerspråklige elevers oversettelsesstrategier og holdninger til oversettelse som ledd i engelsk skriving. Liv i skolen. ISSN 1398-2613. 23(1), p. 44–53. Full text in Research Archive
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking som pedagogisk strategi i grunnmodul og modul 1. Full text in Research Archive
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Elevers oversettelsespraksiser. Bedre Skole. ISSN 0802-183X. 33(1), p. 78–83. Full text in Research Archive
• Dewilde, Joke & Roland, Victoria (2023). Hugin og Munin fra et elevperspektiv. Institutt for lærerutdanning og skoleforskning. Full text in Research Archive
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Pilotstudie om bruk av flerspråklige strategier og ressurser i opplæring for voksne innvandrere: Sluttrapport. Institutt for lærerutdanning og skoleforskning. ISSN 9788269249880. Full text in Research Archive
• Beiler, Ingrid Rodrick; Brevik, Lisbeth M. & Dewilde, Joke (2021). Multilingualism as a Resource in English Writing Instruction: Opportunities and Obstacles in Five Linguistically Diverse Classrooms in Norway. Universitetet i Oslo. Full text in Research Archive Show summary

  This article-based thesis is a linguistic ethnography of the use and positioning of students’ multilingual resources in secondary-level English writing instruction in Norway. The study spans 4 different instructional settings across 2 schools: introductory classes for recent immigrants and accelerated, mainstream, and sheltered streams in general academic studies. Methods include: 7 months of participant observation; video, audio, and screen recording; document collection; language portraits; and stimulated recall interviews with teachers and students. Drawing on ecological and translingual theories of language use, the findings demonstrate possibilities for translingual instructional approaches in linguistically diverse English classrooms, including by building on existing student practices such as translation. However, the thesis also brings attention to limitations in classroom translanguaging. These relate to students’ tendency in the introductory classes to set aside resources that were less prestigious in their previous schooling and, across all settings, to the different positioning of translanguaging that drew on either majoritized or minoritized language resources.

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