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Mona Hossini

In my PhD project, I focus on fostering home-school partnerships to enhance language learning and promote multilingualism among teenagers in Norway. My research entails gathering data from both families and language teachers to gain insights into their perspectives. I specifically investigate how family members and the home linguistic environment contribute to enriching teenagers' language learning experiences and supporting the development of multilingualism. Additionally, I explore language teachers' beliefs regarding the role of families in the language learning process. This includes exploring strategies for collaboration between teachers and families to facilitate students' language learning across all languages taught in schools, including English, a third language (such as French, German, or Spanish), and Norwegian for students from immigrant backgrounds. To gather data, I employ participatory approaches that not only collect valuable insights but also raise awareness among study participants, particularly educators, about the significance of their roles in students' language development.

With many governments around the world now implementing educational initiatives at the school level that promote proficiency in multiple languages among students, there has arisen a need for teachers who embody the successful multilingual learner and who have the appropriate experiential knowledge, beliefs and awareness of language to encourage their students to become proficient in additional languages. My study explores language teachers’ (English and other languages) multilinguality, language awareness, and multilingual practices in secondary schools in Norway and Russia using an interdisciplinary approach that draws from sociolinguistics, psychology and applied linguistics. As an action research intervention, it explores secondary school language teachers’ multilingual identity, metalinguistic awareness, and multilingual classroom practices using a comparative approach while also seeking to raise their awareness of multilingualism and associated practices.

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My main research interests within the UNGSPRÅK project include the development of new methods to explore research participants’ multilingualism and multilingual identities. In the second phase of the project, I developed interactive digital data visualizations based on participants’ answers to the Ungspråk questionnaire used in the first phase. The visuals represent the answers of 593 schoolchildren to the prompts “to be multilingual means…” and “are you multilingual?” and they were used in interactive sessions with 114 pupils in one of the participant schools. Taken together, the visuals and the sessions represent an innovative way to engage participants with research data they helped generate. In addition, I am interested in the new forms of subjectivity engendered by multimodal, multisensorial digital environments and the role of English, multilingualism and language learning in these contexts.

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Following previous research in the field of identity studies and individual multilingualism (Brewer, Pierce 2005; Dewaele, Li Wei 2012, 2013), the current research assumes that multicultural identity development is linked to individual multilingualism. However, it chooses to emphasise the role of language learning in the process of multicultural identity development and investigates to what extent lower secondary school students in Norway develop multicultural identity in a FL classroom context. The research methodology includes both quantitative and qualitative methods, such as UNGSPRÅK and Multicultural Personality Questionnaires, and Autobiography of Intercultural Encounter (based on the principle of autobiographical narration). This mix-methods approach provides comprehensive analysis of the correlation between the research variables.

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Through ‘the multilingual turn’, there has been a paradigm shift in how language learning is perceived (May 2013; Ortega 2013), however some claim that this paradigm shift has been mainly theoretical and has thus not had a great impact on how languages are taught in classrooms around the world (Paquet-Gauthier & Beaulieu 2016). Several studies in Norway also report that teachers lack knowledge of multilingualism and how to operationalize it (Dahl & Krulatz 2016; Haukås 2016; Haukås & Speitz 2018; Krulatz et al. 2018). This PhD-study thus explores 1) how multilingualism may be operationalized 2) how teachers and students perceive the operationalization and 3) to what extent pupils and teachers identify as multilinguals. To avoid a rigorous separation of language subjects in my project, I have included pupils and teachers of English, French, German and Spanish.

With a theoretical background in systemic functional linguistics (Halliday 2014 [1985]; Andersen & Holsting 2015), this project combines a contrastive description (Vold 2018) of the grammatical phenomenon diathesis with language awareness (Haukås 2018). The research will be carried out through observations in German grammar courses at university level supported with interviews with several lecturers of these courses and by analyzing university textbooks. The main questions to be answered throughout the project are: 1) (How) are the students made aware of the possibility to use linguistic knowledge from their L1 (Danish or Norwegian) and L2 (English) as a language learning strategy? 2) Is this metacognition introduced to the students as a fruitful tool for their own teaching in a multilingual classroom in the future? Based on the findings, the project aims at giving some suggestions on how to include additional language awareness as a didactic principle in grammar teaching.

The Norwegian L1 classroom can be considered a melting pot of students with diverse language backgrounds. Since knowledge and awareness of one’s L1 are regarded as important for the development of one’s identity, the L1 subject plays a significant part in the school education. A discussion about the content and objectives of the Norwegian L1 subject is particularly relevant today, especially in light of the changes to the curriculum. This is because, while many students are multilingual, Norwegian L1 instruction continues to be characterized by a "monolingual bias" and faces sustained pressure from multiple sides. For example, it is influenced both by The Education Act, which takes a problem-oriented view of multilingualism, and by the National Curriculum, which adopts a more positive view of multilingualism as a resource. This project seeks to identify the process of reformulation required to employ multilingualism as a resource not only at the curriculum level and in terms of planning, but also with respect to school practices. Based on competence objectives issued by the State, she aims to analyze the multilingual content found in school textbooks and relate these to Norwegian L1 teachers` and students` beliefs about multilingualism.

2025

Leis, A., Haukås, Å., Mantou Lou, N. & Nakamura, S. (2025). Mindsets in Language Education. Bristol, Blue Ridge Summit: Multilingual Matters. 

Haukås, Å. & Mercer, S. (2025). 10 Experienced Language Teachers’ Mindsets Regarding their Own Professional Development. In A. Leis, Å. Haukås, N. Mantou Lou & S. Nakamura (Ed.), Mindsets in Language Education (pp. 169-186). Bristol, Blue Ridge Summit: Multilingual Matters. 

Leis, A., Haukås, Å., Mantou Lou, N. & Nakamura, S. (2025). 1 A History and Definition of Mindsets. In A. Leis, Å. Haukås, N. Mantou Lou & S. Nakamura (Ed.), Mindsets in Language Education (pp. 1-14). Bristol, Blue Ridge Summit: Multilingual Matters. 

Hosseini, M., & Haukås, Å. (2025). Beyond Macroethics: Developing an Ethical Framework for Interview Data Collection and Analysis to Acknowledge Participant Rights. Journal of Academic Ethics.

Haukås, Å., & Drange, E. M. D. (2024). Teachers’ beliefs and experiences regarding collaboration across language subjects. Journal of Multilingual and Multicultural Development, 1–16.

Petra Daryai-Hansen, Carole-Anne Deschoux, Åsta Haukås, Marie Källkvist, Ildikó Lörincz, et al.. Thematic issue: Overgange i flersprogethedsdidaktikken. Transitions in plurilingual education. Transitions dans l’éducation plurilingue. Nordic Journal of Language. Teaching and learning - NJLTL, 12 (2), 2024. 

Hosseini, M., & Haukås, Å. (2024). The Role of Parental Language Profile and Home Linguistic Environment in Shaping Teenagers' Multilingual Identity. Nordic Journal of Language Teaching and Learning, 12(2), 222-238.

Haukås, Å. (2024).  Understanding the factors supporting language teachers’ sustained motivation until retirement. Modern Language Journal,&�Բ�����;&�Բ�����;108,&�Բ�����;&�Բ�����;430–445.&�Բ�����;

Haukås, Å., & Tishakov, T. (2024). Sharing interview questions in advance: Methodological considerations in applied linguistics research. European Journal of Applied Linguistics, 12(1), 54-68.

Haukås, Å., Storto, A., & Tiurikova, I. (2022). School students’ beliefs about the benefits of multilingualism. Journal of Multilingual and Multicultural Development, 45(7), 2817–2830.

Haukås, Åsta, & Berg Henjum, K. (2024). Andersen, Christiane & Fredriksson, Christine. (2023). Gebrauchsbezogene Grammatik für Deutsch als Fremdund Zweitsprache im mehrsprachigen Kontext. Berlin: Frank & Timme. Moderna Språk, 118(1), 155–157.

Shang, G. & Yao, X. (2024). Stylization of history and heritage commodification: The linguistic landscape of refabricated historical streets in Chinese cities. Language and Communication, 98, 60-73.   

 Shang, G. (2024). Unequal Englishes through Chinglish: Conflicting language ideologies in the official discourse. In R. Tupas (ed.), Investigating Unequal Englishes: Understanding, Researching and Analysing Inequalities of the Englishes of the World (pp.135-149). London: Routledge. DOI: 10.4324/9781003355885-13  

Shang, G. (2024). Linguistic landscaping from above in China: scale-making and language ideologies. Chinese Semiotic Studies, 20(1), 1-18. 

Han, Y. & Shang, G. (2024). The Linguistic Landscape in China: Commodification, Image Construction, Contestations and Negotiations. Singapore: Springer. DOI: 

Drachmann, N., Haukås, Å., & Lundberg, A. (2023). Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden–A comparative curriculum analysis. Language, Culture and Curriculum, 1-16. https://

Haukås, Å. (2023).  Video guest lecture at the Plurilingual Lab Speaker Series, McGill University.

Haukås, Å. (2023). Språkvanar og syn på fleirspråklegheit. Bedre skole.   

Storto, A., Haukås, Å., & Tiurikova, I. (2023). Visualising the language practices of lower secondary students: outlines for practice-based models of multilingualism. Applied Linguistics Review. 

Storto, A. (2023).  PhD dissertation. 

Mirvahedi, S. H., & Hosseini, M. (2023). Family language policy in retrospect: Narratives of success and failure in an Indian–Iranian transnational family. Language policy, 22(2), 179-200.

Mirvahedi, S. H., & Hosseini, M. (2023). Multilingual children’s imaginative worlds and their language use: A chronotopic analysis. International Journal of Bilingualism, 13670069231158064.

Haukås, Å. (2022). Who Are the Multilinguals?: Pupils' Definitions, Self-Perceptions and the Public Debate. In W. Ayres-Bennett & L. Fisher (Eds.), Multilingualism and Identity: Interdisciplinary Perspectives (Cambridge Education Research, pp. 281-298). Cambridge: Cambridge University Press. DOI:

Tiurikova, I., Haukås, Å. (2022). Multilingualism, Intercultural Competence, Identity and Their Intersection: Foreign Language Teachers’ Perspectives. In: Fielding, R. (eds) Multilingualism, Identity and Interculturality in Education. Springer, Singapore. https:// 

Storto, A. (2022) ‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren, International Journal of Multilingualism, DOI: 

Haukås, A., Storto, A., and Tiurikova, I. (2022) School students’ beliefs about the benefits of multilingualism, Journal of Multilingual and Multicultural Development, DOI: 

Haukås, Å., Pietzuch, A., and Schei, Jo Helge Ansnes. (2022). Investigating the effectiveness of an online language teacher education programme informed by self-determination theory. Language Learning Journal. 1-15. 

Shang, G.W. (2022). Linguistic landscape and city affects: Civilized affective regime in Hangzhou. Linguistic Research, 32(1).  

Yang, L.L. & Shang, G.W. (2022). Regulating Foreign-sounding Place Names in China: From the Perspective of Language Planning and Policy. China Language Strategies, 9(1), 22-33.

Shang, G.W & Zhou, X.W. (2022). Displaying and commodifying English on shop name signs: Perspectives of business practitioners in China. In Li, S.Q. (ed.), English in China: Creativity and Commodification (pp.147-164). London: Routledge.

Vikøy, A. & Haukås, Å. (2022). . Blog article in �����å��������. 

Calafato, R. (2021). Teachers’ reported implementation of multilingual teaching practices in foreign language classrooms in Norway and Russia. Teaching and Teacher Education, 105, 103401.

Calafato, R. (2021). “I'm a salesman and my client is China”: Language learning motivation, multicultural attitudes, and multilingualism among university students in Kazakhstan and Uzbekistan. System, 102645.

Gargiulo, M. (2021). Language conflict, glottophagy and camouflage in the Italian cinematic city. GLOBE, 12, 117-130.

Haukås, Å., Mercer, S., and Svalberg, A.. (2021). School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non-Language Subject. TESOL Quarterly.

Haukås, Å., Storto, A., & Tiurikova, I. (2021). Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity. The Language Learning Journal, 1-16. 

Haukås, Å., Storto, A., & Tiurikova, I. (2021). The Ungspråk project: Researching multilingualism and multilingual identity in lower secondary schools. Globe: A Journal of Language, Culture and Communication, 12, 83-98.

Haukås, Å. & Fisher, L. (2021).  AILA 2021. Video presentation.

Haukås, Å., Storto, A., & Tiurikova, I. (2021). . Video lecture.

Vikøy, A. and Haukås, Å.. (2021). Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms. International Journal of Multilingualism.

Gargiulo, M., Haukås, Å., and Korzen, I. (2021). Introduction to Multilingualism. From languages to speaks, uses and people. Globe: A Journal of Language, Culture and Communication.

Haukås, Å. and Mercer, S. (2021). Exploring pre-service language teachers’ mindsets using a sorting activity. Innovation in Language Learning and Teaching.

Shang, G.W. (2021). Multilingualism in the linguistic landscape of Eastern China: City residents' perceptions and attitudes. Globe: A Journal of Language, Culture and Communication, 12, 99-116.

Zhang, H.Y. & Shang, G.W. (2021). Review of Gabrielle Hogan-Brun: LINGUANOMICS: WHAT IS THE MARKET POTENTIAL OF MULTILINGUALISM? Applied Linguistics, 42(2), 810-813.

Storto, A. (2021). . AILA 2021. Video presentation.

Storto, A. (in press). Fingerprints: towards a multisensory approach to meaning in digital media. The Nordic Journal of Digital Literacy.

Tang, F., & Calafato, R. (2021). Multilingual, bilingual, and monolingual Arabic teachers’ development of learner self‐regulation and language awareness in the Emirates. Foreign Language Annals, 54(1), 233-254.

Tiurikova, I. (2021). Researching intercultural competence in language learners: Gaps between theory and methodology. Intercultural Communication Education, 4(2), 122-136.

Tiurikova, I. (2021). . AILA 2021. Video presentation.

Tiurikova, Irina; Haukås, Åsta; Storto, Andre. (2021). The link between multilingualism, language learning and open-mindedness in secondary school students in Norway . Nordic Journal of Language Teaching and Learning (NJLTL). 1-24.

Vikøy, A., & Haukås, Å. (2021). Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms. International Journal of Multilingualism, 1-20. 

Calafato, R. (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education, 55(4), 602-617.

Calafato, R. (2020). Evaluating teacher multilingualism across contexts and multiple languages: Validation and insights. Heliyon, 6(8), e04471.

Floris, A. and Gargiulo, M.  (2020) Lingue e linguaggi in cerca del reale: alcune riflessioni per un’introduzione. L’avventura, 6, 3-10.

Gargiulo, M. (2020). Multilingualism and Reality in Films. Social Space and Migration, L’avventura, 6, 3-10.

Gargiulo, M. (2020). Gli insulti cinematografici. I film degli anni Sessanta. Quaderns d'Italià, 27-46.

Gargiulo, M. (2020). Eterotopie linguistiche e cinematografiche. Come il cinema ridefinisce lo spazio urbano, in F. Rossi & P. Minuto (eds.), Parole filmate: le lingue nel/del cinema italiano contemporaneo, numero monografico dei “Quaderni del CSCI. Rivista annuale del cinema italiano”, n.16, 26-34.

Shang, G.W. (2020). Wrestling between English and Pinyin: Language politics and ideologies of coding street names in China. Journal of Language and Politics, 19(4), 624-645. DOI: 10.1075/jlp.19072.sha

Shang, G.W. & Zhou, X.W. (2020). Peripheral linguistic landscape: Sign types, features and research perspectives. Chinese Journal of Language Policy and Planning, 5(4), 37-47. 

Zhang, T.W. & Shang, G.W. (2020). Extension and creation of the study on linguistic landscape. Chinese Journal of Language Policy and Planning, 5(4), 11-12. 

Calafato, R. (2019) The non-native speaker teacher as proficient multilingual: A critical review of research from 2009–2018. Lingua, 227, 1-25. doi: 

Calafato, R., & Tang, F. (2019) Multilingualism and gender in the UAE: A look at the motivational selves of Emirati teenagers. System, 84, 133-144. doi: 

Calafato, R., & Tang, F. (2019). The status of Arabic, superdiversity, and language learning motivation among non-Arab expats in the Gulf. Lingua, 219, 24-38. doi: 

Catolfi. A. and Gargiulo, M. (2019). Lingua e spazio urbano a Roma nel racconto di Ettore Scola. Il caso di “Una giornata particolare”. Bells Journal.

Floris, A. and Gargiulo, M. (2019). Una famiglia felice, un documentario esempio di sociolinguistica visuale (con dvd), in Martorelli, R. (ed.), Know the sea to live the sea. Conoscere il mare per vivere il mare. Perugia: Morlacchi.

Gargiulo, M. (2019). Tracce di plurilinguismo nel cinema del periodo fascista, in Marcato G., Itinerari Dialettali. Pisa Cleup.

Haukås, Å. (2019) Zur Übertragbarkeit früherer Sprachlernerfahrungen in den L3-Deutschunterricht. IDT 2017. Band I: Hauptvorträge (p. 48-58). Berlin: Erich Schmidt Verlag. 

Haukås, Å. (2019). Einstellungen und Erfahrungen von Lehramtsstudierenden zur Mehrsprachigkeitsorientierung im Deutschunterricht. German as a Foreign Language, 1, 5-24. 

Shang, G.W. & Xie, F. (2019). Is “poor” English in linguistic landscape useful for EFL teaching and learning? Perspectives of EFL teachers in China. International Journal of Applied Linguistics, 30, 35-49. DOI: 10.1111/ijal.12258

Shang, G.W. (2019). Review of Expanding the linguistic landscape: Linguistic diversity, multimodality and the use of space as a semiotic resource. International Journal of Multilingualism, 17(4),552-555.

Haukås, Å., & Speitz, H. (2018) Flerspråklighet og språkfagene i skolen. In C. Bjørke, M. Dypedahl & Å Haukås (Ed.), ����𳾳��������å����徱�岹��پ���� (p. 49-64). Oslo: Cappelen Damm Akademisk.

Haukås, Å., & Speitz, H. (2018) Plurilingual Learning and Teaching. In H. Bøhn, M. Dypedahl & G.-A. Myklevold (Ed.), Teaching and Learning English (p. 303-321). Oslo: Cappelen Damm Akademisk

Gargiulo, M. (2018). The Reinvention of Realism. Multilingualism in Italian New Cinema. L’Avventura. International Journal of Italian Film and Media Landscapes.

Shang, G.W. (2018). Tourism linguistic landscape study: A macro sociolinguistic perspective. Journal of Zhejiang International Studies University, 3, 46-56.

Haukås, Å. (2017). Zur Förderung von Mehrsprachigkeit in DaF-Lehrwerken. Deutsch als Fremdsprache, 03, 158-167.

Shang, G.W. & Guo, L.B. (2017). Linguistic landscape in Singapore: what shop names reveal about Singapore’s multilingualism. International Journal of Multilingualism, 14(2),183-201. DOI: 10.1080/14790718.2016.1218497

Shang, G. W. & Zhao, S. H. (2017). Standardizing Chinesel language in Singapore: Issues of policy and practice. Journal of Multilingual and Multicultural Development, 38(4), 315-329. DOI: 10.1080/01434632.2016.1201091

Shang, G. W. (2017). Linguistic landscape and language teaching: From resource to tool. Chinese Journal of Language Policy and Planning, 2(2): 11-19.

Shang, G.W. & Zhao, S.H. (2017). Bottom-up multilingualism in Singapore: Code choice on shop signs. English Today, 33(3), 8-14. doi:10.1017/S026607841600047X

Shang, G.W. & Zhao, S.H. (2017). What standard and whose standard: Issues in the development of Chinese proficiency descriptors in Singapore. In Zhang, D. & Lin, C.H. (eds.), Assessing Chinese as a Second Language (pp.159-181). New York: Springer. 

Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1-18.

Storto, A. C., & Biondo, F. P. (2016). The mobility between languages and the fluxes of globalization: reviewing paradigms, transcending paradoxes. Revista da Anpoll, 1(40), 77-89.

Shang, G. W. (2016). An economics approach to linguistic landscape: Singapore, Malaysia and Thailand as a Case. Chinese Journal of Language Policy and Planning, 1(4): 83-91.

Shang, G. W. & Chew, C. H. (2016). Singapore Mandarin: sound and pronunciation variations. Journal of International Chinese Studies, 7(1): 199-211.

Zhao, S. H. & Shang, G. W. (2016) Language planning agency in China: from the perspective of the language academies, Current Issues in Language Planning, 17(1): 23-35. DOI: 10.1080/14664208.2015.1094386

Haukås, Å. (2015). A Comparison of L2 and L3 Learners’ Strategy Use in School Settings. Canadian modern language review, 71(4), 383-405.

Shang, G.W., Chin, K.N. & Chan, D. (2015). Error Diagnosis in Singapore’s Chinese Language Teaching: Difficulties and Solutions. Electronic Journal of Foreign Language Teaching, 12(S1):305-317.

Shang, G.W. (2015). Low-Degree Adverbs in Modern Chinese: Grammatical Features and Explanation. Research on Chinese as a Second Language, 12: 44-55.

Zhao, S.H. & Shang, G.W. (2015). Coding and comparing pedagogic features of teaching practices: What happens in Chinese language classes in Singapore’s primary schools? In R. E. Silver & W. D. Bokhorst-Heng (eds.), Quadrilingual Education in Singapore: Pedagogical Innovation in Language Education (pp.505-549). New York: Springer.

Shang, G.W. (2015). English teaching in Schools of Southeast Asian Countries. In Guo, X. (ed.), Language Situation in China 2015. Beijing: Commercial Press.

Haukås, Å. (2014). Metakognisjon om språk og språklæring i et flerspråklighetsperspektiv. Acta Didactica Norge, 8(2), Art-7.