Paulina Horbowicz: How to be Norwegian in talk?Polish-Norwegian in-terethnic conversation analysis

In the monograph under review, the authorââ¬â¢s aim is to discover what itmeans to be ââ¬â¢Norwegian in talkââ¬â¢. This book represents an ambitious attemptto understand and describe the underlying presuppositions and manifesta-tions of Norwegian communication patterns. What does it mean to speakNorwegian in a Norwegian way? A foreign learner of Norwegian may verywell use the correct grammar and pronunciation but nevertheless not alwayssound Norwegian when speaking the language. The author, Paulina Hor-bowicz, is currently employed as an Assistant Professor in the Departmentof Scandinavian Studies at Adam Mickiewicz Universityin Poznan, Poland.She states that this book, which is a revised version of her Ph.D. dissertationfrom 2009 at the Adam Mickiewicz University, is written with the hope ofcontributing to the methodology of teaching Norwegian as a foreign or sec-ond language. One important aim of her project is to shed light on whichphenomena second language teaching needs to focus on in order for the lan-guage learner to develop and reach better communicative competence inNorwegian

Norsk Lingvistisk Tidsskrift 30 år

Ein dag i 1982 venta eg spent på kontoret mitt ved Universitetet i Tromsø på melding om ei avgjerd i publiseringsutvalet til Rådet for humanistisk forsking (RHF) i NAVF, som forskingsrådet vårt heitte da. ââ¬âââ¬âââ¬âEg var litt delt. Eg visste at dersom eg fekk ja på søknaden eg hadde sendt inn om pengar til å starte eit nytt norsk lingvistisk tidsskrift, så ville det medføre år med mykje strev og redaksjonelt arbeid. ââ¬âââ¬âââ¬âEg hadde ein god del røynsle med redaksjonelt arbeid frå før. I 1979 starta vi i Tromsø Nordlyd â Tromsø University Working Papers on Language & Linguistics. På kort tid blei Nordlyd det språkvitskaplege organet i Norden som blei mest spreidd i heile verda. Grunnen til det var først og fremst at vi sende det ut gratis til alle som ville stå på postlista, men det betydde at det snart var 7â800 abonnentar på arbeidsskriftet vårt. Nordlyd trykte berre arbeid av folk som hadde tilknyting til UiT, og kom ut når det var stoff nok til eit hefte, men som redaktør fekk eg ofte tilsendt manuskript frå folk langt vekk frå som prøvde å få sine ting inn. Eg hadde også vori redaktør av tidsskriftet Språklig Samling frå 1977 til 1981. Språklig Samling kom med fire separate nummer for året.ââ¬âââ¬âââ¬âSlik hadde eg ikkje lite røynsle med redaksjonelt arbeid da eg sende i veg søknaden til NAVF om å få middel til å starte eit nytt språkvitskapleg tidsskrift. Med eit nei frå NAVF til søknaden ville eg sleppe unna mykje ansvar og arbeid i åra framover. Derfor hadde eg gjort opp med meg sjølv mens eg venta på avgjerda frå NAVF, at båe utfalla, både ja og nei, hadde sine fordelar.ââ¬âââ¬âââ¬âMen det blei eit ja, og det var starten på tolv interessante, men også strevsame år som redaktør av Norsk Lingvistisk Tidsskrift

Starten på arbeidet med skolehager i Norge – Andreas M. Feragens hage i Holt på Agder

This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader

Et fysisk objekt fra kardinal Nicolaus Breakespears legat til Norden 1152-54

A physical object from Cardinal Nicolaus Breakspear’s legation to Scandinavia, 1152-54This article gives an account of the background and discovery of the only remaining physical object from Cardinal Nicolaus Breakspear’s legation to Scandinavia 1152–54 on behalf of Pope Eugenius III. The Pope had invested in Cardinal Breakspear the authority to negotiate and make decisions on the organisation of the church in the three Scandinavian kingdoms: Denmark, Norway and Sweden. Until then, the church in the whole of Scandinavia was under the archbishop of Lund. Lund at that time was part of Denmark, not of Sweden, as it is today. During his time in Norway, Cardinal Breakspear (c. 1100–1159) reorganised the Norwegian church under its own archbishop in Nidaros (Trondheim), and established a new Norwegian diocese in Hamar. The Pope’s plan was in addition to establish another archbishopry in Sweden, but that could not yet be achieved due to internal Swedish disagreements. The Sweden church, therefore, remained under the archbishop of Lund. When Cardinal Breakspear left Scandinavia from the town of Lomma close to Lund, he somehow must have dropped a lead seal which was attached to a letter from the Pope. This seal was then accidentally refound in the middle of the 1980s when Mr. Per Olsson dug in his garden in Lomma. He thought he had found an old coin and kept it in a drawer in his house. Per Olsson’s son, Magnus Linnarsson, later found out that the seal was from Pope Eugenius III. It is highly probable that this seal today is the only remaining physical artifact of Cardinal Breakspear’s legation to Scandinavia 1152–54. Cardinal Breakspear soon after his return to Rome became the new Pope under the name (H)Adrian IV. Until Pope John Paul II visited Norway in 1989, Nikolaus Breakspear is the only Pope ever to have set foot in Norway, and that happened before he was elected Pope. The seal is since 2011 included in the collections of Lund’s Historical Museum

A century after: the Norwegian language reform of 1917 revisited

A century after: the Norwegian language reform of 1917 revisite

Den første samnorskorganisasjonen 100 år – “Stlandsk reisning” blei stifta 1916

Den første samnorskorganisasjonen 100 år – “Stlandsk reisning” blei stifta 191

Universitetet i Agders røtter er 175 år i 2014 – Andreas Faye og Holt seminar

The University of Agder changed status from a university college to a full-fledged university with all university privileges in 2007. However, the academic roots of the university go back to the year 1839, when the first teacher training college was established in Holt in Agder, close to the small town of Tvedestrand. This year (2014), then, the University of Agder can celebrate that the oldest studies at the university are 175 years old. This paper takes a closer look at the man who became the first rector of the college at Holt, the priest Andreas Faye (1802-69). Faye was an extremely active scholar and an important pioneer in several areas – folklore, history and education being perhaps the most important ones. This paper also shows how he, and more than his contemporary Norwegian colleagues, was engaged in an international network of researchers, especially in Denmark and Germany

Grunnen til at retrofleks l snart er einerådande i hovudstaden Oslo

This paper describes a sound change involving the lateral system in Oslo Norwegian from ca. 1880 till today. From an early (c. 1880) system comprised of mainly one dental (or alveolar) /l/ in all positions (except for an occasional retroflex [ɭ] for the assimilated cluster [rl]), the retroflex [ɭ] allophone spread during the 20th century to all phonological contexts except following an [a(:)] or [o(:)] in a stressed syllable. Jahr (1975, 1988) claimed that this situation would probably prevail, and the sound change would not be completed and yield a simpler system, because of the attitude of Oslo speakers towards a low-status dialect feature associated with an area southeast of the capital. However, around the turn of the millennium, the development towards a simple one /l/ allophone system nevertheless continued, and children throughout the city started using the retroflex [ɭ] also after [a(:)] and [o(:)]. The last leg of this very long development could be completed, the author claims, because a large region around the capital in the last 50 years has aquired an oral variety based in the capital, but the speakers of this region did not have the negative attitude of the Oslo speakers towards the low-status dialect southeast of Oslo (the Østfold dialect). Therefore, the ‘new’ speakers of the mainly Oslo dialect, from the region around the capital, did not copy the ‘strange’ Oslo exception of the lateral system after the vowels [a(:)] and [o(:)], and this over the years came to have decisive impact also on the speech of young speakers from Oslo itself

Etymologien til ordet ”jordmor”

All standard Norwegian dictionaries today give the same etymology of the word jordmor (‘midwife’): “From jord (‘earth’), because in earlier times women gave birth on dirt floors.” This contribution contests this etymology and discusses four different etymologies suggested by various scholars. Special focus is given to a suggestion that jordmor originates from Old Norse jóð (‘foetus, small child’) via *jóðamóðir/*jóðsmóðir > jord(e)mor (with an unetymological r). Another Scandinavian word for midwife, ljosmor/ lysmor, can also be accounted for by this origin: *jóðsmóðir > josmor (with the loss of ð), which was then reinterpreted as ljosmor (‘light mother’)