Find Academic Supervisors

• Language Didactics
• Norwegian Language Education
• Grammar Instruction
• +7 more

Eli Anne Eiesland is an Associate Professor in the Department of Primary and Secondary Teacher Education at the Faculty of Education and International Studies, Oslo Metropolitan University (OsloMet). Her work bridges linguistic research and classroom practice, with a strong focus on grammar instruction, language didactics, and the evolution of Norwegian in educational materials. Her research interests include language didactics , grammar pedagogy , linguistic change in textbooks , second language acquisition , and exploratory approaches to language teaching . She investigates how grammar is taught in schools, how language evolves in educational contexts, and how students and teachers engage with language as a system. Her recent work explores the impact of digital tools and AI on language learning and writing motivation. The trends in her publications show a consistent focus on contextualized grammar teaching , teacher reflection , and language change in educational materials . Her interdisciplinary approach combines corpus linguistics, pedagogical theory, and classroom-based research. She frequently collaborates with colleagues such as Urd Vindenes and Signe Laake, contributing to both Norwegian and international scholarly discourse. Scientific contributions and dissemination: Over 11 scientific publications, including articles in Journal of Child Language , Nordic Journal of Linguistics , and Pedagogical Linguistics 2 textbooks, including Utforskende arbeid med grammatikk i skolen (2022) 1 research report on Norwegian noun-noun compounds (2016) 73 dissemination works, including public lectures, conference presentations, and media contributions Eiesland actively contributes to teacher education and curriculum development. She has been involved in projects integrating linguistics into teacher training and analyzing language change in national curricula. Her work supports both pre-service and in-service teachers in developing deeper metalinguistic awareness and innovative teaching strategies. She has presented at national and international conferences, including the International Conference on Construction Grammar and the NordAnd conference. She is a key member of the Text and Disciplinary Didactics research group at OsloMet, where she collaborates on projects related to language learning, grammar instruction, and textbook analysis. Her work emphasizes practical applications of linguistic research in educational settings, aiming to enhance both teaching quality and student engagement with language.

• Metaphors
• Creative figurative language
• Multilingualism
• +13 more

Signe Rix Berthelin is an Associate Professor in Norwegian Didactics at the Department of Teacher Education, Norwegian University of Science and Technology (NTNU). She holds a position focused on language education, multilingualism, and linguistic research with particular emphasis on indigenous languages and pedagogical approaches. Her research interests span a wide range of linguistic and educational fields including metaphors and creative figurative language, multilingualism and translingualism in educational settings, Sami language integration in Norwegian teacher education, pragmatic particles in Norwegian (such as 'da' and 'jo'), and semantics and pragmatics. She has specialized expertise in Inuit languages, particularly Inuvialuktun and Alaska Iñupiaq, with research focusing on modality, evidentiality, and relevance theory. Her work also addresses language revitalization, educational grammar explanations, and research ethics in linguistic fieldwork. Berthelin's scholarly output demonstrates consistent productivity across multiple linguistic domains. Her recent publications show a strong focus on multilingual education practices, particularly translingual approaches in writing instruction and the integration of multiple language resources in classroom settings. She has made significant contributions to understanding metaphorical creativity in multilingual contexts and the didactics of neighboring languages. Her earlier work established expertise in Inuit language documentation, especially concerning modal expressions and evidential markers in Uummarmiutun and related dialects. Aurora Research Institute Research Fellowship Grant (2015) Aurora Research Institute Research Assistant Grant (2015) Travel and research grant from the Nordic Association of Linguists (2011) Berthelin actively supervises master's students through the PRANO project (Praksisforankrede norskfaglige masteroppgaver), which creates collaborative frameworks between schools and teacher education institutions. She has received funding from multiple sources including the Aurora Research Institute, NTNU's humanities faculty, and LingPhil. Her fieldwork in Utqiagvik (2011) and Inuvik (2014, 2015) demonstrates her commitment to linguistic documentation of endangered languages. She participates in several research networks including Indigenous Topics in Education, Linguistic Diversity in School and Society, Aesthetics Across Disciplines, and Neighboring Language Didactics. She co-leads the Lydrik(k) project, an annual collaboration where teacher students, pupils, professional artists, and teacher educators explore connections between music and poetry through songwriting and lyrical work.

• Policing
• Criminal Justice
• Police Reform
• +7 more

Professor Nick Fyfe is Vice-Principal (Research and Regional Engagement) at Robert Gordon University, where he oversees research strategy, library services, and institutional partnerships. Internationally recognized for his expertise in policing and criminal justice, he previously served as Dean of the School of Social Sciences at the University of Dundee and founded the Scottish Institute for Policing Research (2006–2018). His work bridges academia, policy, and practice, with a focus on police reform, preventive strategies, and inclusive law enforcement. He holds an MA and PhD in Geography from the University of Cambridge, with doctoral research on the political geography of policing. His scholarly contributions emphasize interdisciplinary approaches, evidence-based policy, and the evolving role of police organizations in Western Europe. His research spans policing reform, preventive strategies, and the integration of technology in law enforcement. Recent work explores abstract policing models, accessibility for deaf citizens, and organizational culture in academic institutions. Publications highlight structural reorganization, community engagement, and global-local dynamics in security systems. Key trends in his 2016–2025 articles include the digitalization of policing, inclusive practices for marginalized groups, and the evaluation of institutional reforms. His studies often employ comparative frameworks (e.g., Scotland vs. Netherlands) and emphasize evidence-based decision-making in law enforcement. Fellowship of the UK’s Academy of Social Sciences (2020) Distinguished Achievement Award, George Mason University (2014) ESRC Outstanding Impact on Society Award (2015) Scottish Policing Awards (2012, 2013) Nick Fyfe has secured funding from UK research councils for projects on police reform, missing persons, and security governance. He co-founded the European Society of Criminology’s Policing Working Group (2008–2018) and chaired review panels for international policing research initiatives.

• Deaf Studies
• Sign Language
• Multimodality
• +6 more

Hilde Haualand is a Professor at the Institute for International Studies and Interpreter Education, Faculty of Teacher Education and International Studies, Oslo Metropolitan University. Her research focuses on sign language interpreting, Deaf Studies, language ideologies, and disability rights, with a particular emphasis on Nordic socialization spaces and institutional practices. Key Projects: COIL modules in sign language with Gallaudet University; Erasmus Mundus Master in Applied Deaf Studies. Research Themes: Access to sign language socialization, interpreter professionalization, language policy, and systemic barriers in public institutions. Publications: 15+ works spanning sign language education, interpreting ethics, Nordic language ideologies, and disability inclusion policies. Collaborations: Nordisk tegnspråknettverk, NTNU, World Federation of the Deaf, Fafo Institute. Her advocacy includes making Norwegian Sign Language an official language and addressing accessibility in legal, healthcare, and educational systems.

• Children's literature
• Youth literature
• Graphic literature
• +6 more

Signe Braut serves as Senior Lecturer in Norwegian Language Didactics at NTNU's Department of Teacher Education within the Faculty of Social and Educational Sciences. Holding a master's degree in Nordic literary studies from NTNU, she brings extensive classroom experience from junior high school, upper secondary school, and adult education to her academic role. Education: Master's degree in Nordic literary studies, Norwegian University of Science and Technology Research Focus: Her work centers on children's literature, youth literature, and graphic literature through the lens of literature didactics and reading pedagogy. She critically examines gender theory applications, folkloristics, and New Norwegian (Nynorsk) implementation in educational contexts, with particular attention to the kindergarten-school transition and literacy development frameworks. Publication Trends: Recent works analyze contemporary Norwegian language education challenges including literary canon debates, school library resource allocation, and minority language preservation. Her scholarship consistently bridges theoretical literary analysis with practical classroom applications, especially regarding gender representation in youth literature and inclusive reading instruction. Academic Engagement: As co-organizer of Nynorsk inspiration days with Trønderlaget and active member of both the Research Group for Literature and Society and CLEAR (Children's Literature Education And Research), she connects research with teacher development. Her teaching portfolio spans primary teacher education courses on children's literature, Norwegian language didactics, and literacy development across multiple educational levels.

• Discourse analysis
• Theories of communication
• Sign language interpreting
• +5 more

Kristian Skedsmo is an Associate Professor at Oslo Metropolitan University (OsloMet) within the Faculty of Education and International Studies. He is affiliated with the Department of International Studies and Interpreting, specifically in Interpreting Studies. His work bridges sign language research, conversational analysis, and intercultural communication. Field of expertise: Discourse analysis, sign language interpreting, conversational repair Research focus: Norwegian Sign Language, deaf community interactions, linguistic boundary work His research explores conversational repair mechanisms in signed multiperson interactions, emphasizing nonverbal communication strategies and discourse dynamics. He has contributed to understanding how repair initiatives are structured in both pure sign language and interpreted settings, with implications for interpreting practices and intercultural communication theories. Key trends in his scientific publications include: 1) Analysis of conversational repair in Norwegian Sign Language; 2) Visual representation techniques for signed interactions; 3) Interdisciplinary approaches combining linguistics, communication theories, and deaf studies; 4) Examination of interpreting practices for the deafblind community. Skedsmo actively engages in academic dissemination through conferences, workshops, and publications. His recent activities include presentations on interactional competence in sign language interpreting at events hosted by HVL and NTNU, and participation in research stay programs focusing on conversational analysis.

Áine MangaoangView profile

Associate Professor

• Popular Music
• Musicology
• Cultural Citizenship
• +7 more

Áine Mangaoang is an Associate Professor in Popular Music at the Department of Musicology, Faculty of Humanities, University of Oslo. Her research focuses on the intersections of music, cultural citizenship, and identity, with particular attention to how music is used, experienced, and mediated in everyday life by those on the margins of society. Dr. Mangaoang's research interests span popular music studies, ethnomusicology, postcolonial studies, and music in detention contexts. She investigates how music functions in prison settings, digital media platforms, and diasporic communities, often examining power dynamics, cultural representation, and social justice implications. Her work combines ethnographic fieldwork with critical analysis of digital media phenomena, with particular focus on sonic citizenship and how music creates spaces for expression and resistance in constrained environments. Her scholarly output demonstrates consistent engagement with questions of music in penal institutions, digital media, and cultural representation. Recent projects have focused on music in Norwegian and Irish prisons, Irish musical diaspora in Oslo, and accessibility of music for Deaf audiences through Irish Sign Language. Her research shows particular interest in how marginalized communities use music for cultural expression and resistance. Dr. Mangaoang received the prestigious 2021 International Association for the Study of Popular Music-US Branch (IASPM-US) Woody Guthrie Prize for her monograph Dangerous Mediations: Pop Music in a Philippine Prison Video , which examines the viral YouTube phenomenon of Filipino prisoners dancing to Michael Jackson's 'Thriller' and its implications for understanding music, power, and postcolonial relations. As Principal Investigator, she leads the four-year 'Prisons of Note' project funded by the Norwegian Research Council's Young Researcher Talent Award, which examines music use in prison systems in Norway and Ireland. She has supervised numerous graduate students working on ethnomusicology, popular music and media, music and disability, folk music, and music heritage topics. Her teaching portfolio includes courses on popular music studies, music history, music and cultural studies, and research methodology. Dr. Mangaoang is an active participant in the Nordic Sounds: Critical Music Research Group and serves on the advisory board for the 'Sounding the Feminists' project, which addresses gender balance in composer opportunities in Ireland. Her work has been featured in major media outlets including The Irish Times, Radio Nova, and Forskning.no.

• Interpreting involving deaf immigrants/refugees
• Deaf female immigrant's inclusion into society
• Deaf refugee women's use of depiction in Norwegian Sign Language
• +5 more

Elisabet Trengereid-Olsen is an Assistant Professor in the Department of Language, Literature, Mathematics and Interpreting at the Western Norway University of Applied Sciences. Her work focuses on deaf immigrants/refugees, particularly deaf female immigrants' inclusion in Norwegian society, and their use of depiction in Norwegian Sign Language (NSTM). She leads Work Package 3 in the DEPICT project, funded by the Norwegian Research Council, which explores depiction as a tool for inclusion and communication. Her research addresses interpreting challenges for deaf immigrants, societal integration, and language access barriers. She teaches courses such as Sign Language Interpreting, Professional Ethics, and Deaf Studies. She is completing her PhD on deaf, signing immigrant women's experiences with mandatory integration programs, emphasizing language training. As a member of the SILC research group (Sign Language, Interpreting, Linguistics, and Communication), she contributes to advancing linguistic and sociocultural understanding of NSTM. Her publications analyze systemic gaps in interpreting services and advocate for policy reforms to enhance accessibility for deaf immigrants.

Han LamersView profile

Professor

• Classical Tradition
• Cultural History
• History of Scholarship
• +3 more

Han Lamers is a Professor of Classics and Director of the Norwegian Institute in Rome at the University of Oslo's Department of Philosophy, Classics, History of Art and Ideas. He holds a PhD from Leiden University and has held postdoctoral fellowships across Europe. His research focuses on classical tradition in early modern/modern Europe, history of scholarship, and the cultural uses of antiquity in Fascist Italy. Education: BA/MA Classics (Leiden), BA/MA Art History (KU Leuven), PhD in Classics (Leiden University, 2013). Research interests include classical reception studies, Greek heritage in European identity, and Latin literature under Fascism. He leads international projects like 'Greek Heritage in European Culture' (EU-funded) and 'New Signs of Antiquity' (Norway-funded). He has supervised multiple PhD students and edited journals such as Symbolae Osloenses . Teaching includes courses on classical tradition, Renaissance literature, and Latin texts from antiquity to Fascism. He coordinates research projects on Fascist uses of classical languages and collaborates with institutions like KU Leuven and the University of Groningen.

• Sign language linguistics
• Sign language
• Sign language interpretation
• +3 more

Lindsay Nicole Ferrara is a Professor at the Department of Language and Literature, Norwegian University of Science and Technology (NTNU). Her work focuses on sign language linguistics, with a particular emphasis on Norwegian Sign Language (NTS) and its ecological context within the Deaf community. Research Focus: Sign language documentation, multimodal communication, and language ecology Projects: Lead developer of the Norwegian Sign Language Corpus Her recent research explores backchannel phenomena in signed interactions, cross-linguistic comparisons with LSFB (French Belgian Sign Language), and sign-writing contact dynamics. She contributes to both academic conferences and community-oriented linguistic products. Key collaborations include work with Alysson Maurane Lepeut (NTNU), Benjamin Donald Anible (NTNU), and Lena Mei Anda (NTNU). While no formal awards are listed in the current data, her contributions to signed language ecology research demonstrate significant academic impact.

Patrick Stefan KermitView profile

Professor

• Disability Studies
• Inclusive Education
• Hearing Impairment
• +5 more

Patrick Stefan Kermit is a Professor in the Department of Mental Health at the Norwegian University of Science and Technology (NTNU), Faculty of Medicine and Health Sciences. He also holds a position as Researcher I at NTNU Social Research and serves as President of the Nordic Network of Disability Research. His office is located at MTFS, 4.402, Øya, and he can be reached at patrick.kermit@ntnu.no or by phone at 73412348. Professor Kermit's research focuses on disability studies, with particular emphasis on inclusive education, hearing impairment, and accessibility in social institutions. His work examines the experiences of people with disabilities across multiple domains including education, criminal justice, and employment. A recurring theme in his research is the examination of barriers faced by deaf and hearing-impaired individuals in various societal contexts, along with the development of strategies for improved inclusion. His scholarship bridges theoretical perspectives with practical applications, often employing qualitative methodologies to capture the lived experiences of people with disabilities. An analysis of his recent publications (2015-2021) reveals a consistent focus on accessibility challenges across multiple societal domains. His work spans education (particularly inclusive education settings for deaf children), criminal justice (barriers to access for deaf individuals), employment (employer attitudes toward hiring people with disabilities), and assistive technology (user experiences and symbolic meanings). The interdisciplinary nature of his research connects disability studies with education, linguistics, criminology, and rehabilitation science. A distinctive feature of his scholarship is the emphasis on user perspectives and the moral dimensions of inclusion. As President of the Nordic Network of Disability Research, Professor Kermit leads collaborative research efforts across Nordic countries. His work with NTNU Social Research involves practice-based investigations into marginalization, vulnerability, and coping strategies. While specific grant information isn't detailed in the available materials, his extensive publication record across multiple journals and book chapters indicates substantial research activity. His collaborations span numerous institutions and researchers across Norway and internationally, reflecting the collaborative nature of contemporary disability research.

Randi Edland KrokenView profile

Consultant Lecturer

• Child Welfare
• Social Work
• Power Dynamics
• +3 more

Randi Edland Kroken serves as a Consultant at the Faculty of Social Sciences at the University of Agder (UiA). She holds a doctorate in social work from the Norwegian University of Science and Technology (NTNU) and has been appointed as professor in child welfare. Her scholarly work aligns with UiA's signing of the DORA declaration in October 2020 (San Francisco Declaration on Research Assessment). Dr. Kroken's academic background includes: Social worker qualification from NKSH (1982) Master's degree in social work (1997) from NTNU Doctorate (PhD) in social work (2012) from NTNU Her research focuses on three interconnected areas: Transformation of child welfare care and responsibility - examining how social workers navigate responsibility within the welfare state's administrative levels from micro to macro Management of power and morality in the welfare state - exploring how social workers find themselves in fields of tension where power appears in moral guise Extended studies of care - investigating how qualitative phenomena like responsibility and care can be conveyed through humanistic and phenomenological approaches Dr. Kroken's scholarly output demonstrates an evolution from traditional social work analysis toward more philosophical and existential approaches to care. Her recent publications increasingly incorporate spirituality, self-care, and phenomenological perspectives while maintaining her critical analysis of power structures in welfare systems. She effectively bridges academic research with public discourse through regular contributions to Telemarksavisa newspaper. Her significant scholarly contributions include: 2018 book "Omsorgsforståelser. Mellom poesi, profesjon og politikk" (Understandings of Care. Between Poetry, Profession and Politics) 2016 co-authored book "Forvaltning av makt og moral i velferdsstaten" (Management of Power and Morality in the Welfare State) 2015 book "Ansvar i barnevern" (Responsibility in Child Welfare) 2023 chapter "Truth-telling in the Care of the Self" exploring spirituality in compressed times Dr. Kroken actively engages with both academic and public audiences, demonstrating her commitment to translating complex theoretical insights into practical social understanding and contributing to broader societal discussions about welfare, care, and ethical responsibility.

• Grammar Didactics
• Norwegian Didactics
• Generative Grammar
• +3 more

Heidi Brøseth is an Associate Professor in Norwegian Didactics at the Department of Teacher Education, NTNU. She holds a PhD and has served in various academic leadership roles, including membership in the Nordic network GRADIMO and the GrammaKiKK research group. Her research focuses on grammar didactics, generative grammar applications in education, and teacher training in linguistics. Notable awards include the SINTEF Prize for Pedagogical Excellence (2012/13) and recognition as a Merittert Underviser (NTNU). Educational background includes a Postdoctoral fellowship (2007–2009) and PhD studies (2003–2007) at NTNU. She has led projects like PROSJEKTIL (innovative teacher education) and KOSEN (comparative language analysis). Her teaching focuses on inquiry-based methods and Socratic dialogue to enhance students' grammatical reasoning. Research interests span grammar teaching methodologies, teacher knowledge assessment, and the cognitive foundations of linguistic structures. She has authored/co-authored textbooks such as Språket som system: Norsk språkstruktur (2019) and contributed to international conferences on grammar didactics. Current work emphasizes bridging theoretical linguistics with practical classroom applications. Publications highlight her analysis of textbook grammar terminology, student teacher misconceptions, and generative grammar frameworks in Norwegian education. She actively collaborates with Nordic institutions and has supervised multiple master’s theses on topics like possessive phrases in Norwegian as a second language and temporal aspects in deaf sign languages.

• Sign Language
• Linguistics
• Audipedagogy
• +7 more

Arnfinn Muruvik Vonen is a Professor at Oslo Metropolitan University's Faculty of Teacher Education and International Studies, specifically within the Department of International Studies and Interpreting Education. His work bridges sign language , linguistics , and special education , focusing on deaf pedagogy , deaf bilingualism , and language typology . His research spans sign language linguistics , deafblindness , and classroom research , with a strong emphasis on language policy and social sciences . Notably, he contributed to the COIL module in sign language and deaf studies , a collaborative project with Gallaudet University. Key trends in his publications include sign-to-speech technology , reduplication patterns in sign languages, and advocacy for sign language legislation . He has authored 38 scientific publications, 3 non-fiction books, and 8 research reports.

• Pedagogy
• Special Education
• Sign Language Interpretation
• +4 more

Sigrid Slettebakk Berge is a Professor of Pedagogy at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). Her work focuses on sign language interpretation, inclusive education, and communication studies for deaf and deaf-blind individuals. Research Interests Berge's research explores interpreter-mediated learning situations, multimodal communication, and the intersection of physical learning environments with pedagogical practices. She investigates professional roles in inclusive classrooms and analyzes communication dynamics in deafblind contexts. Publications & Projects Her publications span ethnographic studies on sign language interpretation, turn-taking mechanisms in interpreted dialogues, and educational provision for hearing-impaired students. Current projects examine Nordic inclusion practices and the 'school building of the future' in relation to teacher practices and student well-being.