Joke Dewilde

• Dewilde, Joke (2024). Multilingualism as a theme for the master's thesis investigation. I Hatlevik, Ida K. Riksaasen; Jakhelln, Rachel Elise & Jorde, Doris (Red.), Transforming University-based Teacher Education through Innovation: A Norwegian Response to Research Literacy, Integration and Technology. Routledge. ISSN 9781032667898. s. 131–142. doi: 10.4324/9781032693798-11. Fulltekst i vitenarkiv Vis sammendrag

  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.

• 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. s. 1–16. doi: 10.1177/09075682241246394. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv
• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Pedagogical translanguaging in adult education. LESLLASP. ISSN 2837-6684. 17(1), s. 5–21. doi: 10.5281/zenodo.8075594.
• 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, s. 27–52. Fulltekst i vitenarkiv
• Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa; Heikkola, Leena Maria & Iversen, Jonas Yassin [Vis alle 11 forfattere av denne artikkelen] (2023). Mother tongue education in four Nordic countries - problem, right or resource? Apples - Journal of Applied Language Studies. ISSN 1457-9863. 17(2), s. 52–72. doi: 10.47862/apples.113671. Fulltekst i vitenarkiv Vis sammendrag

  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. I Bugge, Edit & Carlsen, Cecilie Hamnes (Red.), Norsk som andrespråk - voksne innvandrere som utvikler skriftkyndighet på et andrespråk. Cappelen Damm Akademisk. ISSN 9788202725310. s. 169–185.
• Dewilde, Joke (2022). Negotiating Minority Language Resources, Practices and Experiences in Norwegian Writing Instruction for Migrant Students. I Norlund Shaswar, Annika & Rosén, Jenny (Red.), Literacies in the Age of Mobility: Literacy Practices of Adult and Adolescent Migrants. Palgrave Macmillan. ISSN 978-3-030-83319-0. s. 239–262. doi: 10.1007/978-3-030-83317-6. Fulltekst i vitenarkiv
• Beiler, Ingrid M. Rodrick; De Korne, Haley & Dewilde, Joke (2021). Etnografiske tilnærminger til andrespråksforskning. NOA - Norsk som andrespråk. ISSN 0801-3284. 37(1-2), s. 33–57. Fulltekst i vitenarkiv
• Snoder, Sara; Hedman, Christina & Dewilde, Joke (2021). Legitimized multilingualism in diluted doses - The perspective of multilingual primary school teachers. Acta Didactica Norden (ADNO). ISSN 2535-8219. 15(2). doi: 10.5617/ADNO.8477.
• 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. s. 1–19. doi: 10.1080/17400201.2021.1911792. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Dewilde, Joke & Skrefsrud, Thor Andre (2021). Revisiting studies of multicultural school events from the perspective of strategic essentialism. Nordisk tidsskrift for pedagogikk og kritikk. ISSN 2387-5739. 7, s. 196–209. doi: 10.23865/ntpk.v7.2145. Fulltekst i vitenarkiv Vis sammendrag

  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 (2021). Multicultural school festivals as a creative space for identity construction–the perspective of minority parents. Intercultural Education. ISSN 1467-5986. 32(2), s. 212–229. doi: 10.1080/14675986.2020.1851173. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Sæther, Elin (2020). «Det er så koselig her at jeg tar av meg skoene»: Om betydningen av sted i en flerkulturell barne- og ungdomsfestival. I Sæther, Knut-Willy & Aschim, Anders (Red.), Rom og sted: Religionfaglige og interdisiplinære bidrag. Cappelen Damm Akademisk. ISSN 978-82-02-69675-7. s. 93–110. doi: 10.23865/noasp.110. Fulltekst i vitenarkiv Vis sammendrag

  In this article, we explore how children and youth participating in a multicultural festival in Norway construct space and place. Such events respond to the call to action for reducing prejudice and stereotypes, and they aim to promote inclusion, participation and community. Nonetheless, researchers have criticized such events for instead promoting categorical understandings of cultural identities; as such, some researchers regard multicultural festivals as counterproductive to the aim of promoting inclusion. However, previous research has directed scarce attention to the participants’ perspective, in particular viewpoints of children and youth. Inspired by perspectives on spatial justice (Soja, 1996, 2010), we interpret young people’s experiences and meaning making while attending a multicultural festival. We collected data through an app, which allowed us to conduct structured interviews with children and youths on site. The findings bring out the significance of space and place when interpreting young people’s participation and meaning making at such events. We conclude the article by reflecting on the potential of perspectives on space and place to nuance an often one-sided criticism of multicultural events.

• Beiler, Ingrid Miriam Rodrick & Dewilde, Joke Ingrid (2020). Translation as Translingual Writing Practice in English as an Additional Language. The Modern Language Journal. ISSN 0026-7902. 104(3), s. 533–549. doi: 10.1111/modl.12660. Fulltekst i vitenarkiv Vis sammendrag

  Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethnographic methods, the study combines multiple data sources (screen recordings, classroom audio recordings, language portraits, student texts, interviews) that provide detailed insights into translation moves and participant perspectives. The findings highlight the linguistic and mediational translation strategies that structured students’ translation practices during English writing, but also reveal tensions in students’ orientations to translation. Despite these tensions, translation served as a key means of aligning students’ communicative resources to write in English as an additional language. A translingual orientation toward writing and translation facilitates the recognition of students’ translation practices as alignment of ecological affordances with an integrated repertoire of semiotic resources across languages, modalities, and media. We conclude that translation can develop students’ performative competence in ways that support their in‐school English writing but also prepare them to encounter text in new contexts.

• Dewilde, Joke (2019). How Islamic are young Muslim people’s poems? Apples - Journal of Applied Language Studies. ISSN 1457-9863. 13(4), s. 71–87. Fulltekst i vitenarkiv

Se alle arbeider i Cristin

• Dewilde, Joke & Roland, Victoria (2024). Nyankomne elevers bruk og opplevelse av det flerspråklige læremiddelet Hugin og Munin.
• Beiler, Ingrid Rodrick & Dewilde, Joke (2024). Multilingual practices and epistemic injustice in a Norwegian adult basic education program.
• Dewilde, Joke (2024). Fra Bollywood og FC Barcelona til skoleoppgaver: Å knytte sammen skriving innenfor og utenfor skolen.
• Dewilde, Joke (2024). Flerspråklighet som ressurs i voksenopplæringa.
• Dewilde, Joke (2024). Flerspråklighet som en ressurs i opplæringa.
• Dewilde, Joke (2024). Flerspråklighet som er ressurs for tospråklige lærere.
• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Alignment and authorial labor in writing with translation technology.
• Dewilde, Joke & Roland, Victoria (2023). Hugin og Munin i et elevperspektiv: Presentasjon av sentrale funn.
• Dewilde, Joke (2023). Å skrive masteroppgave i flerspråklighet på Mi Lenga-programmet. Vis sammendrag

  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 (2023). Å utforske ungdommers språklige repertoar i lys av livsmestring.
• Bjermeland, Monica & Dewilde, Joke (2023). Using fiction to communicate facts? Yes, you can!
• Dewilde, Joke (2023). “It’s so pleasant here. I’ll take off my shoes” – Connecting multilingualism and wellbeing.
• Dewilde, Joke (2023). Flerspråklighet som en ressurs i lese-, skrive- og språkopplæring.
• Dewilde, Joke (2023). Flerspråklighet som ressurs i voksenopplæring - nyere perspektiver og empiriske eksempler.
• Dewilde, Joke (2023). Flerspråklighet som ressurs i voksenopplæring.
• 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.
• Dewilde, Joke & Silje, Pileberg (2023). Lyden av mangfald i klasserommet. [Tidsskrift]. Prosa.
• Beiler, Ingrid Rodrick & Dewilde, Joke (2023). Epistemological shifts and enduring ideologies of language in a collaborative translanguaging project ​in adult basic education.
• Dewilde, Joke; Evensen, Tone & Dede, Umran (2023). Transspråking - fordyping.
• Dewilde, Joke (2023). Flerspråklighet som ressurs.
• Beiler, Ingrid Miriam Rodrick & Dewilde, Joke (2023). Transnational adult students’ literacy expertise: Between recognition and non-recognition.
• Dewilde, Joke & Reda, Fatima (2023). Transspråking - en innledning.
• Dewilde, Joke & Holum, Line-Marie (2023). Flerspråklighet som ressurs – filmserie med oppgaver. [Internett]. https://nafo.oslomet.no/kompetanseheving/nettbaserte-kurs/ko.
• Bjermeland, Monica; Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Novelle: Lukta av krydderte og بسكويت الزنجبيل om vinteren. [Internett]. UVs serie om livsmestring.
• Dewilde, Joke (2022). Multilingualism as a resource: Linking in and out of school practices.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Flerspråklighet, ressursperspektiv og parallell fag- og språkopplæring.
• Dewilde, Joke; Adulrahman, Shaz; Ali, Saleha Ayoubi; Dede, Umran; Ellefsrud, Marte Engen & Gashi, Arlinda [Vis alle 19 forfattere av denne artikkelen] (2022). Den opplevde språklige fiaskoen. Periskop (Oslo). ISSN 2535-7034.
• 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.
• Dewilde, Joke (2022). Flerspråklighet som ressurs i opplæring - med vekt på innføringsklasser.
• Dewilde, Joke (2022). Flerspråklighet som ressurs i opplæring - med vekt på yrkesfag og voksenopplæring.
• Dewilde, Joke (2022). Pedagogisk transspråking i voksenopplæring: Fra detektiv til endringsskaper.
• Dewilde, Joke & Bjermeland, Monica (2022). Norskopplæring for voksne innvandrere: – Vi må hjelpe dem på de språkene vi kan. [Internett]. Forskning.no.
• Dewilde, Joke (2022). Norskopplæring for voksne innvandrere: – Vi må hjelpe dem på de språkene vi kan. [Internett]. Forskning.no.
• Dewilde, Joke (2022). Pedagogisk transspråking i voksenopplæring.
• Dewilde, Joke (2022). Transspråking som pedagogisk strategi: Et ressursperspektiv på (språk)opplæring.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2022). Epistemological shifts and enduring ideologies of language in a translanguaging project . Vis sammendrag

  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 (2022). Pedagogisk transspråking som ressursorientert tilnærming til språkopplæring i voksenopplæringa.
• Tonsberg, Signe; Beiler, Ingrid Rodrick & Dewilde, Joke (2021). Ja, det er faktisk helt okay at tale arabisk i dansktimen. [Fagblad]. Magasinet Gymnasieforskning.
• Dewilde, Joke & Tonsberg, Signe (2021). Ja, det er faktisk helt okay at tale arabisk i dansktimen. [Fagblad]. Magasinet Gymnasieforskning .
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking i voksenopplæring.
• Dewilde, Joke (2021). «Læreren må våge å legge fra seg ekspertrollen. Det er elevene som er eksperter på sine egne språk».
• Dewilde, Joke (2021). Etnografiske studiar.
• Bjermeland, Monica; Heie, Magnus; Colvin, Shane David; Dewilde, Joke & Ilner, Einar (2021). Episode 21: Det nye språkidealet er språkrikdom. [Radio]. Podcast Læring, UiO.
• Dewilde, Joke & Hatvik, Karoline (2021). Flerspråklige lesestrategier i undervisning for ungdommer med kort botid.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke (2021). Transspråking som pedagogisk strategi i grunnodul og modul 1.
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Organisering for flerspråklighet.
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Flerspråklighet i opplæringen.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Flerspråklighet og transspråking i opplæring for voksne innvandrere med lite skolegang.
• Dewilde, Joke (2021). Mi Lenga: A Research & Development programme that will be central in the design of the multilingual school of the future.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Location, location, location: Representing difference in regional centres. Ether – Ethics and Aesthetics for Encountering the Other.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021). - Skaper tilhørighet: Forskning: Stoppested verden under forskernes lupe fra en gul campingvogn. [Avis]. Hamar arbeiderblad. Vis sammendrag

  Over flere år fulgte forskerne arrangementer med mangfold i sentrum. En del av motivasjonen var å nyansere bildet som forskningslitteraturen ga.

• 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. Vis sammendrag

  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.
• Dewilde, Joke (2021). Negotiating minority language resource in Norwegian writing instruction for migrant students.
• Dewilde, Joke (2021). Monolingual and Translingual Orientations to Writing in a Class for Newly Arrived Students.
• Dewilde, Joke; Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Lien, Silje Josten (2021). Forskerne brukte denne campingvogna ute i felten til sine undersøkelser. [Avis]. Hamar Arbeiderblad.
• Dewilde, Joke & Beiler, Ingrid Rodrick (2021). Transspråking som pedagogisk strategi i grunnmodul og modul 1.
• 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), s. 44–53.
• Beiler, Ingrid M. Rodrick & Dewilde, Joke Ingrid (2021). Elevers oversettelsespraksiser. Bedre Skole. ISSN 0802-183X. 33(1), s. 78–83.
• 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.
• Iversen, Jonas Yassin; Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa & Heikkola, Leena Maria [Vis alle 11 forfattere av denne artikkelen] (2021). Conceptualising students with a migrant background and their languages in education across the Nordic countries .
• Dewilde, Joke Ingrid (2021). Mi Lenga: Et studentdrevet FoU-prosjekt som skal styrke flerspråklighet i opplæring ved ILS, UiO.
• Dewilde, Joke (2020). Flerspråklighet i opplæring.
• Dewilde, Joke (2020). Translanguaging and using multilingual resources.
• Dewilde, Joke & Steien, Guri Bordal (2020). Episode 7. Guri Bordal Steien om forskning med flyktninger. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  Guri Bordal Steien har initiert et langvarig forskningsprosjekt med 13 kongolesiske flyktninger. Hun snakker om viktigheten av å få kunnskap om hvordan det er å være flyktning og finne sin plass i et nytt samfunn og lære norsk samtidig. Steien er professor i lingvistikk ved Institutt for humanistiske fag, Høgskolen i Innlandet.

• Dewilde, Joke; Iversen, Celine Simers & Roland, Victoria (2020). Episode 6: Celine Simers Iversen og Victoria Roland om å skrive didaktisk masteroppgave om flerspråklighet. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  Joke intervjuer UiO masterstudenter Celine Simers Iversen og Victoria Roland som har skrevet masteroppgave om flerspråklighet i opplæring i henholdsvis norsk- og samfunnsfagdidaktikk. De snakker om funnene, datainnsamling, og hva de tar med seg videre når de skal begynne å jobbe som lektor til høsten.

• Dewilde, Joke & Iversen, Jonas Yassin (2020). Episode 5. Jonas Yassin Iversen om flerspråklighet i lærerutdanning. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  Gjesten i denne episoden er Jonas Yassin Iversen. Han forteller om doktorgradsarbeidet om flerspråklighet i lærerutdanning der han har studert studenters møte med det flerspråklige klasserommet. Iversen er stipendiat ved Institutt for pedagogikk og samfunnsfag, Høgskolen i Innlandet.

• Dewilde, Joke & Aamodt, Sigrun (2020). Episode 3: Sigrun Aamodt, NAFO og flerspråklighet som ressurs. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  Joke snakker med Sigrun Aamodt, senterleder for NAFO–Nasjonalt senter for flerkulturell opplæring. Sigrun forteller om mandatet til NAFO og satsinga på tospråklige læremidler og arbeidsmåter. NAFO er opptatt av at elevers repertoar brukes som en ressurs for læring og av mulighetene som ligger i samarbeid med foreldre. Episoden er produsert av Magnus Heie, Institutt for lærerutdanning og skoleforskning.

• Dewilde, Joke & Beiler, Ingrid Rodrick (2020). Episode 2. Ingrid Rodrick Beiler om flerspråklighet i engelskdidaktikk. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  Joke intervjuer Ingrid Rodrick Beiler, stipendiat i engelskdidaktikk ved Universitetet i Oslo. Ingrid snakker om flerspråklighet i engelskfaget, om det å bruke skjermopptak for å studere elevers flerspråklige praksiser, og om betydningen av å ha bodd flere steder og ha lært flere språk for forskninga hun gjør. Episoden er produsert av Magnus Heie, Institutt for lærerutdanning og skoleforskning.

• Hvistendahl, Rita Elisabeth & Dewilde, Joke (2020). Episode 1. Velkommen til Mi Lenga-podden. Rita Hvistendahl intervjuer Joke Dewilde. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  I denne episoden blir ansvarlig for Mi Lenga-podden, Joke Dewilde, intervjuet av nåværende instituttleder og professor Rita Hvistendahl. Vi snakker om Mi Lenga-prosjektet, flerspråklighet og podden.

• Alnæs, Hege & Dewilde, Joke (2020). FN-dagen i skolen fra et elevperspektiv. Bedre Skole. ISSN 0802-183X. 3, s. 70–74.
• Dewilde, Joke; Fløgstad, Guro Nore & Tessem, Amalie (2020). Episode 4. Om norsk romani i samfunn og utdanning. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Vis sammendrag

  I denne episoden snakker Joke med Guro Nore Fløgstad og Amalie Skjemstad Tessem om det nasjonale minoritetsspråket norsk romani, om hva vi vet om språket, om manglende kompetanse blant lærerutdannere og lærere om norsk romani, og om fraværet av språket i lærebøker i norsk for Vg1. Guro er førsteamanuensis i norsk språk ved Universitetet i Sør-Øst Norge og gjesteforsker ved MultiLing – Senter for flerspråklighet ved Universitetet i Oslo. Amalie er lektorstudent i norskdidaktikk ved Universitetetet i Oslo.

• Dewilde, Joke (2019). A young person's discursive strategies in writing in a new language .
• Daugaard, Line Møller & Dewilde, Joke (2019). Editorial. Apples - Journal of Applied Language Studies. ISSN 1457-9863. 13(4), s. 1–6.
• Kjørven, Ole Kolbjørn; Skrefsrud, Thor Andre & Dewilde, Joke (2019). Å utforske en urfolksstand på en internasjonal barnefestival.
• Dewilde, Joke (2019). Translation and translingual remixing in multilingual young people's writing.
• Dewilde, Joke (2019). Transspråking – Hva i all verden er det?
• Dewilde, Joke (2019). “It’s just in my heart.” Translation and translingual remixing in writing.
• Dewilde, Joke (2019). Translation and translingual remixing in writing: A young person developing as a writer.
• Dewilde, Joke (2019). Translanguaging og bruk av flerspråklige ressurser.
• Dewilde, Joke & Roland, Victoria (2023). Hugin og Munin fra et elevperspektiv. Institutt for lærerutdanning og skoleforskning.
• 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 978-82-692498-8-0.
• 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. ISSN 1501-8962. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Dewilde, Joke & Skrefsrud, Thor Andre (2020). Pre-service teachers’ first encounter with multilingualism in field placement. Høgskolen i Innlandet. ISSN 978-82-8380-200-9.

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