Anne Fabricius

Anne Fabricius is an Associate Professor at Roskilde University's Department of Communication and Arts, specializing in Language, Culture and Cognition. She is a linguist and specialist in English sociolinguistics with extensive research and teaching experience in linguistic variation, language attitudes, and the sociolinguistic status of English in Denmark.

Her educational background includes a PhD in Sociolinguistics from Copenhagen Business School (2000), an MA in Linguistics from The Australian National University (1991), and a BA Hons in Arts from The University of Queensland (1987). She serves as House Coordinator of the Global Humanities house and teaches courses including Text and Sign, Study Competence, and Project management.

Professor Fabricius's research spans pronunciation variation and change, dialectology, language attitudes, accent stylisation, elite sociolects, and the sociolinguistic consequences of internationalisation in Higher Education. Her work sits at the crossroads of humanities and social sciences, employing both humanistic and social science methods to investigate language variation and its social implications.

Her publication record demonstrates consistent scholarly output focused on English sociolinguistics, with particular emphasis on Received Pronunciation, language ideology, and the internationalization of higher education. Her research shows a clear trajectory examining how language functions within social contexts and power structures.

She actively participates in national academic governance as a member of two Danish censor boards for English language programs and Linguistics/Semiotics/Cognition programs. Her professional activities include extensive peer review work, conference participation, and visiting researcher positions at prestigious institutions including Cambridge, York, and Copenhagen.

Professor Fabricius regularly contributes to public discourse through media appearances discussing Danish language phenomena, English in Denmark, and linguistic diversity in higher education contexts.