Pernille Bonnevie Hansen

• Holm, Elisabeth; Krajewski, Grzegorz & Hansen, Pernille Bonnevie (2026). Grammar Bias Index: Relationships Between Grammar, Age and Vocabulary in CDI Data. First language. ISSN 0142-7237. s. 1–24. doi: 10.1177/01427237261486283. Fulltekst i vitenarkiv
• Komorowska, Ewa; Hansen, Pernille Bonnevie; Haman, Ewa; Kilanowska, Jolanta & Garmann, Nina Gram (2026). Perspectives on multilingualism in Norway and Poland: attitudes, beliefs, and influencing factors. International Journal of Multilingualism. ISSN 1479-0718. s. 1–18. doi: 10.1080/14790718.2026.2700674. Fulltekst i vitenarkiv Vis sammendrag

  Although research shows benefits of multilingualism, negative beliefs are present in Western societies. This study explores beliefs and attitudes towards multilingualism among majority and minority language speakers in two European countries: the more multilingual Norway and the more monolingual Poland. We hypothesised more positivity in Norway than in Poland, and furthermore that minority language speakers would be more positive than majority language speakers and that experience with more languages would lead to more positive attitudes and beliefs, in the number of languages known and cumulative language proficiency (taking knowledge about each language into account). 144 participants in Norway and 111 participants in Poland filled in an online questionnaire with two parts: demographic questions and 15 statements about multilingualism (7 about attitudes and 8 about beliefs). Analyses revealed stronger positive attitudes in Norway than in Poland, and, within Norway, more positive attitudes among L2 speakers of Norwegian. Attitudes were more positive the more languages known and the higher the cumulative language proficiency. For beliefs, there was only one significant finding: They were more positive the higher the cumulative proficiency. These findings are in line with previous research, and the consistently stronger findings within attitudes compared to beliefs could indicate ongoing change.

• Hansen, Pernille Bonnevie; Landmark, Anne Marie; Simonsen, Hanne Gram & Svennevig, Jan (2025). Seek, and you will find? Word finding in multilingual dementia. International Journal of Bilingualism. ISSN 1367-0069. (early online), s. 1–18. doi: 10.1177/13670069251374585. Fulltekst i vitenarkiv Vis sammendrag

  Purpose: Among the first linguistic symptoms of several types of dementia are word-finding problems. Multilinguals with dementia may have stronger difficulties, as multilinguals are found to retrieve words more slowly than monolinguals, possibly due to larger vocabularies and the additional cognitive load of suppressing non-target languages. A deeper insight into the factors that influence word retrieval and trigger word-search sequences in multilingual dementia may inform linguistic theory, improve dementia assessment and help caregivers in overcoming communicative challenges. Approach: In this study, we combine a usage-based and a conversation analytic approach to language and communication to explore lexical aspects of word-finding problems in multilingual speakers with dementia. Data: The participants are seven multilingual persons with dementia with different first languages, but English and Norwegian in common. They completed a picture-based naming task with nouns and verbs, took part in a semi-structured interview on their language background and went through a cognitive assessment. Naming performance was scored, and conversation analysis was further used to assess the presence of word search sequences. Findings: With one exception, the participants scored highest in their self-identified strongest language. Despite long exposure to Norwegian, all seven scored higher in English. Word-search sequences were evenly distributed between these two languages, but notably more successful in English. Higher scores and fewer searches were observed for nouns than for verbs, and for words with high imageability and low age of acquisition. High frequency and cognateness were associated with higher scores. Implications: Theoretically, combining frameworks was a prerequisite for investigating word searching and word finding in union, and the approach allowed for a nuanced understanding of the mental and interactional accomplishment of lexical retrieval as gradual and situated rather than binary. Originality: The paper proposes a psycho-conversational model of word retrieval as a gradient.

• Hansen, Pernille Bonnevie; Krysztofiak, Magdalena; Łuniewska, Magdalena; Burdach, Martyna; Hernæs, Katarina & Kilanowska, Jolanta [Vis alle 14 forfattere av denne artikkelen] (2025). Are parental perceptions of child language skills and language environment reflected in direct bilingual assessment? A study of Polish-Norwegian preschool children. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050. s. 1–22. doi: 10.1080/13670050.2025.2576067. Fulltekst i vitenarkiv Vis sammendrag

  Although multilingualism is common, most available tools for assessing children’s language development are normed on and intended for monolingual populations. This study investigates the language skills of children of Polish parents growing up in Norway, using two tools created for multilingual assessment: a parental report, Parents of Bilingual Children Questionnaire (PaBiQ; Tuller Citation2015) and a direct assessment of vocabulary, Cross-Linguistic Lexical Tasks (CLT; Haman, Łuniewska, and Pomiechowska Citation2015). Four hypotheses were tested: (1) that Polish is the dominant language according to CLT and parental report; (2) that CLT scores are higher the older the children and the earlier their onset of contact with the language; (3) that parental judgements are positively associated with CLT scores in the same language; (4) that there are positive associations between the relative bias towards Polish in the children's CLT scores and the children's language environment as measured by parental reports. Analyses of data from 57 children aged 3;1 to 5;11 (36 girls and 21 boys) supported all four hypotheses. The findings indicate that parents may be a reliable source of information about children's language environment and skills, especially if researchers or practitioners are interested in determining the child's dominant language.

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• Tengesdal, Eirik; Hansen, Pernille Bonnevie; Romøren, Anna Sara H. & Garmann, Nina Gram (2026). Utprøving av intervjuguiden «Hjemmespråk» i foreldresamtaler i barnehagen. doi: https:/www.hvl.no/forsking/konferanse/norsk-barnehageforskningskonferanse-2026/. Fulltekst i vitenarkiv
• Krysztofiak, Magdalena; Łuniewska, Magdalena; Krajewski, Grzegorz; Muszyńska, Karolina; Enfer, Ewa & Bajkowska, Katarzyna [Vis alle 13 forfattere av denne artikkelen] (2026). Can it be more concrete? Investigating psycholinguistic ratings of English and Polish words. Fulltekst i vitenarkiv
• Garmann, Nina Gram; Bortoli, Marit Müller De; Hansen, Pernille Bonnevie; Lervold, Tonje; Romøren, Anna Sara H. & Sparboe-Nilsen, Bente [Vis alle 8 forfattere av denne artikkelen] (2026). “TALK: about Language at the Child Health Clinic” – How could we include CDIs? Fulltekst i vitenarkiv Vis sammendrag

  In Norway, Child Health Clinics monitor and assess children’s language development and advise parents on parent-child interaction, with structured assessments at two- and four-years. Currently, the revised guidelines do not recommend the use of standardized screening tools for assessments but suggest that the Public Health Nurse uses milestones as a guide to evaluate a child’s language development. Furthermore, the assessment is to be done in the child’s home language. When this language is not Norwegian, the assessment relies heavily on conversations with the parents with or without an interpreter. In this presentation , we will discuss whether a short form inspired by PABIQ (Hjemmespråk [Home languages]) (Hansen et al., 2025), the Norwegian version of the Intelligibility in Context Scale (McLeod et al., 2012) and/or CDIs, e.g. the Norwegian CDI III (Holm et al., 2023) can be useful as parts of a systematic screening tool, for mono- and multilingual children, and at which point in time. The work is part of the preparation for trying out standardized tools during some of the consultations at the Child Health Clinics.

• Moraczewska, Agnieszka Malgorzata; Nordanger, Marte & Hansen, Pernille Bonnevie (2026). INN med språket: Norsk som andrespråk i profesjonsutdanningenes fag- og praksisfelleskap (et Såkornprosjekt). Fulltekst i vitenarkiv
• Tengesdal, Eirik; Hansen, Pernille Bonnevie; Kilanowska, Jolanta; Sandbakken, Mari; Romøren, Anna Sara H. & Garmann, Nina Gram (2025). Flerspråklig barndom – utviklingen av en forskningsformidlingsside. doi: https:/web.archive.org/web/20251022124625/https:/www.uis.no/sites/default/files/2025-10/Abstraktbok_Norsk%20barnehageforskningskonferanse%202025.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Vi vil drøfte ressursnettsiden «Flerspråklig barndom» i lys av begrepet forskningskommunikasjon (Bjørkdahl m.fl., 2023). Forskningskommunikasjon innebærer at man tar hensyn til hvordan forskningen skal tas i bruk, og hvem som skal ta den i bruk, både i utvalg av det som kommuniseres og i formen som brukes. Nettsiden består av tilpassede ressurser fra forskningsprosjektet «PolkaNorski», som handlet om språkutviklingen til barn i Norge som lærer polsk hjemme, og betydningen av å være ute i naturen for å forstå biologiske fenomener. Siden inneholder 1) intervjuguide om barns språkmiljø hjemme, 2) digital ressurs om hvordan foreldre kan støtte barns språkutvikling, 3) tips til barnehager om godt språkarbeid, og 4) filmer om hvorfor barn i norske barnehager er mye ute. Vi vil drøfte hvordan ressursene kan bidra til å styrke kvaliteten i samarbeidet mellom hjem og barnehage. Utvalg og formidlingsmåte er ment å svare på utfordringer vi har identifisert blant barnehagepersonale og foreldre i uformelle samtaler med polske foreldre i Norge, barnehagepersonale, logopeder og helsesykepleiere. For eksempel kan polske foreldre i Norge være usikre på hvordan de skal oppdra barn flerspråklig (Stapor m.fl., 2025). De er heller ikke vant til at barn oppholder seg lenge ute, særlig når det er kaldt. Målet er å tilby barnehager og helsestasjoner ressurser de kan bruke i kommunikasjon med foreldre og i veiledning av personalet i barnehagen. Flere av ressursene foreligger på norsk, polsk og engelsk, og vi drøfter behovet for å tilgjengeliggjøre innholdet på flere språk.

• Tengesdal, Eirik; Hansen, Pernille Bonnevie; Kilanowska, Jolanta; Sandbakken, Mari; Ribu, Ingeborg Sophie & Romøren, Anna Sara H. [Vis alle 7 forfattere av denne artikkelen] (2025). Flerspråklig barndom – nettside med ressurser for foreldre, barnehagelærere og helsesykepleiere. doi: https:/web.archive.org/web/20251022130541/https:/uni.oslomet.no/childlife/wp-content/uploads/sites/904/2025/08/Abstract-16-oktober.pdf. Fulltekst i vitenarkiv Vis sammendrag

  Innlegget er en presentasjon av nettsiden "Flerspråklig barndom". Rammeplanen for barnehager legger vekt på blant annet utelek og å støtte barns hjemmespråk. Dette er praksiser som kan virke fremmede på innvandrerforeldre. I forskningsprosjektet PolkaNorski (2020–24) samarbeidet vi med polske forskere for å undersøke to ting: Vi så på hvor mye tid barn i polske og norske barnehager tilbringer ute og undersøkte hva det har å si for å lære om naturen. Vi studerte også polske barns språkutvikling i Norge. Basert på disse erfaringene har vi laget en nettside som gir informasjon til foreldre og barnehagepersonale med innvandrerbakgrunn om rasjonalet bak utelek og hjemmespråkstøtte i barnehagen. Vi gir også informasjon om hvordan foreldre kan støtte barns språkutvikling på alle sine språk. Denne ressursen tror vi det kan være nyttig for barnehagepersonale og helsesykepleiere å kunne henvise foreldre til.

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