Sandra Louise Halverson

• Liu, Xinyuan; Xiao, Weiqing & Halverson, Sandra Louise (2026). Effects of Translator-Computer Interaction Modes and Educational Levels on Textual Coherence Quality. Journal of Specialised Translation. 46, s. 95–116. doi: https:/www.jostrans.org/article/view/8284. Fulltekst i vitenarkiv Vis sammendrag

  This study explored the effects of three features of translator-computer interaction modes (translation resources, text segmentation and task roles), together with student educational levels, on textual coherence quality in Chinese to English translations. Fifty-two students at bachelor’s and master’s levels were divided into 26 pairs to complete four translation assignments in a classroom setting. Of the total, 35 submitted individual reflections on the challenges and strategies adopted for textual problems in the assignments. The translations were coded for five aspects of translation qualityccuracy, Completeness, Coherence, Normativity, and Appropriateness. After we discussed the overall translation quality and error counts along the five dimensions, Generalised Logistic Regression Models of textual coherence quality indicated that only translation resources had consistent main effects on the three textual coherence quality variables: coherence error presence, frequency, and severity. A significant interaction effect between translation resources and task roles was observed on textual coherence error presence. Educational levels had significant interaction effects with translation resources and text segmentation, respectively, on textual coherence error severity. The follow-up qualitative results supported these findings that students’ ability to detect coherence errors varied due to their different strategies to address textual problems. The study concludes by discussing the methodological implications for controlling source text coherence features and theory-informed manipulation of educational levels in the research agenda on TCI modes.

• Bader, Monika; Halverson, Sandra Louise & Möller-Omrani, Christine (2026). Metalinguistic Awareness in the EFL Classroom and Beyond: Exploring the Potential of Translation Tasks. TESOL Quarterly. ISSN 0039-8322. s. 1–27. doi: 10.1002/tesq.70146. Fulltekst i vitenarkiv Vis sammendrag

  Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom. This study argues for the potential of translation in promoting learners' metalinguistic awareness, through metalinguistic talk. Based on the conceptualization of translation as an act of plurilingual mediation, we identify three features of translation that make it particularly suited for this purpose: (i) the separation of form and meaning, (ii) the comparison of linguistic resources across languages and (iii) the communicative objective of translating. We propose an operationalization of the identified features and explore it empirically using data from a project involving 64 young learners of English in Norway (age 8–10) who were audio‐recorded during collaborative translation tasks. Through qualitative analysis of interactions, we investigate ways in which the identified features are manifested in peer interactions. The findings indicate that translation has the potential to generate rich metatalk, making it an effective means for promoting metalinguistic awareness in additional language learning.

• Halverson, Sandra Louise & Nitzke, Jean (2025). Humans, machines, and embedded translation. Translation, Cognition and Behavior. ISSN 2542-5277. 8(2), s. 143–153. doi: 10.1075/tcb.00097.hal. Fulltekst i vitenarkiv
• Hegrenæs, Claudia Förster & Halverson, Sandra Louise (2025). What characterizes default translations? Exploring the default translation hypothesis. Perspectives: Studies in Translation Theory and Practice. ISSN 0907-676X. s. 1–19. doi: 10.1080/0907676X.2025.2517263. Fulltekst i vitenarkiv Vis sammendrag

  An important question in cognitive translation research concerns why some translation choices seem easier than others. Two hypotheses aim to explain this phenomenon. One emphasizes ‘literality’, suggesting similarity between source and target text segments activates shared representations (Schaeffer & Carl, Citation2013), while the other claims that ease of translation is based in the routinization of selections over time, without requiring structural similarity (Halverson, Citation2015, Citation2019). This study investigates keylogs from translations by four Norwegian subjects using the task segment framework (TSF; Muñoz Martín & Apfelthaler, Citation2022). Target text (TT) segments containing default translations are identified and several characteristics are explored, including structural completeness, syntactic type, and two types of structural correspondence with a source text (ST) segment. The first two analyses contribute to the further theorization of the default concept, while the latter test the alternative hypotheses against each other. Results show that default translations: contain structurally complete units; consist primarily of prepositional, noun, and verb phrases; word-to-word correspondence is lower in default segments than in non-default segments; and word order distortion is equally prevalent in default and non-default segments. This suggests a less prominent role for structural similarity than the literality account would predict.

• Pan, Jun; Halverson, Sandra Louise & Munday, Jeremy (2024). Introduction. I Pan, Jun; Halverson, Sandra Louise & Munday, Jeremy (Red.), Interlingual Readings of Political Discourse. Translation, Interpreting and Contrastive Analysis. De Gruyter Brill. ISSN 9789004540224. s. 283–288. doi: 10.26034/cm.jostrans.2024.5995. Fulltekst i vitenarkiv
• Halverson, Sandra Louise (2024). The gravitational pull hypotheses: status and prospects. I Marco, Josep & Tello, Isabel (Red.), Towards an empirical verification of the gravitational pull hypothesis. Evidence from the COVALT corpus.. Peter Lang Publishing Group. ISSN 9783631903186. doi: 10.3726/b21674. Fulltekst i vitenarkiv

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• Pan, Jun; Halverson, Sandra Louise & Munday, Jeremy (2024). Interlingual Readings of Political Discourse. Translation, Interpreting and Contrastive Analysis. De Gruyter Brill. ISBN 9789004540224. 271 s. Fulltekst i vitenarkiv

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• Nitzke, Jean & Halverson, Sandra Louise (2025). Humans, Machines, and Embedded Translation. doi: 10.1075/tcb.8.2. Fulltekst i vitenarkiv
• Nitzke, Jean; Halverson, Sandra Louise & Gebbia, Chiara Astrid (2025). Exploring the low institutionalised professional translation practices in Norway. Fulltekst i vitenarkiv
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2025). Promoting young learners' metalinguistic awareness: the potential of translation tasks. Fulltekst i vitenarkiv
• Halverson, Sandra Louise; Afdal, Hilde Wågsås; Siddiq, Fazilat & Velden, Maja Van Der (2024). Argumenter mot akademisk boikott — kjente grep med lite hold. Khrono. Fulltekst i vitenarkiv
• Halverson, Sandra Louise; Abdallah, Rasha & Gonzalez, Luis Perez (2024). Hvorfor vi vil ha akademisk boikott av Israel ved UiA. Fedrelandsvennen. Fulltekst i vitenarkiv
• Halverson, Sandra Louise; Abdallah, Rasha & Gonzalez, Luis Perez (2024). Hva sier universitetsstyret ved UiA? Khrono. Fulltekst i vitenarkiv
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2024). Promoting children's plurilingual competence and metalinguistic awareness through translation-based tasks. Fulltekst i vitenarkiv
• Halverson, Sandra Louise (2024). Cognition in translation theory: Navigating across theories of language and cognition and their interfaces. Fulltekst i vitenarkiv
• Halverson, Sandra Louise (2024). A usage-based theory of translation for cognitive translation and interpreting studies. Fulltekst i vitenarkiv
• Nitzke, Jean & Halverson, Sandra Louise (2023). Simulating realistic translation workflows in translator education: The challenges of hybrid teaching and multilingual courses. Fulltekst i vitenarkiv
• Nitzke, Jean & Halverson, Sandra Louise (2023). KI – gamle og nye spørsmål. Klassekampen. ISSN 0805-3839. Fulltekst i vitenarkiv
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2023). Fostering the students’ plurilingual competence through translation tasks. Fulltekst i vitenarkiv
• Bader, Monika; Möller-Omrani, Christine & Halverson, Sandra Louise (2025). Bli språkmester: Utforsk språk med oversettelsesoppgaver. Høgskulen på Vestlandet. ISSN 9788284611976. Fulltekst i vitenarkiv Vis sammendrag

  Denne håndboken er en praktisk ressurs for språklærere og bygger på et forskningsprosjekt finansiert av Norges forskningsråd. Boken fokuserer på metaspråklig bevissthet – altså kunnskap om språk – i norsk grunnskole, og hvordan denne bevisstheten kan styrkes i klasserommet. Metaspråklig bevissthet er et sentralt element i læreplanene for engelsk, norsk og fremmedspråk, og forskning viser at den spiller en viktig rolle i elevers språklæring. Boken gir verdifull innsikt i hvordan oppgaver basert på oversettelse kan brukes til å utvikle metaspråklig bevissthet og fremme flerspråklighet hos elever. Den kombinerer en solid teoretisk forankring med praktiske tips og konkrete undervisningsopplegg. Oppgavene er ikke bare utviklet med utgangspunkt i aktuell forskning på språklæring, men også testet og videreutviklet i norske klasserom. Med utgangspunkt i den norske læreplanen og forskning fra norske klasserom, gir boken støtte til en flerspråklig tilnærming til språkundervisningen. Den viser hvordan lærere på en engasjerende måte kan arbeide med språk i klasserommet og hjelpe elevene til å bli mer bevisste på hvordan språk fungerer

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