Susan Lynn Erdmann

• Czernow, Anna Maria; Erdmann, Susan Lynn & Leden, Laura (2026). Annes of Green Hills. I Carlström, Malin & Pleijel, Richard (Red.), A (Re)turn to the Source Text. John Benjamins Publishing Company. ISSN 9789027243973. s. 142–170. doi: 10.1075/btl.169.05cze. Fulltekst i vitenarkiv Vis sammendrag

  The chapter studies a network of source texts by tracing the influences of the Swedish translation of L. M. Montgomery’s Anne of Green Gables on the Polish, Finnish, and Norwegian versions. Identifying the source texts used in each translation determines whether they are direct or indirect, and singular or compilative ( Ivaska 2020 , Rosa et al. 2017 ). Material from the publishers’ archives and bibliographical material is analyzed, and results are confirmed by a comparative textual analysis of the translations and their presumed source texts regarding proper names, intertextual references, and infantilizing strategies. This examination of a network of source texts shows that the source text is not stable, as all three translations analyzed have different singular or compilative source texts.

• Erdmann, Susan Lynn & Garshol, Lenka (2025). Teaching rehearsals in English subject didactics courses in primary teacher education. I Cabot, Michel Alexandre; Høisæter, Sissel Margrethe & Vangsnes, Vigdis (Red.), Rehearsing for teaching : Theoretical and empirical approaches to a practice-based teacher education. Fagbokforlaget. ISSN 9788245052602. doi: 10.55669/oa600515. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2025). “Og det blir jo de same”: Translation, Kinship, and the 1918 Danish and Norwegian Editions of L. M. Montgomery’s Anne of Green Gables. Translation Review (TR). ISSN 0737-4836. 121(1), s. 25–33. doi: 10.1080/07374836.2025.2460944. Fulltekst i vitenarkiv
• Garshol, Lenka & Erdmann, Susan Lynn (2024). Reflektert bruk av digitale verktøy. Lærerstudentenes tanker. I Tømte, Cathrine Edelhard; Lien, Anne; Trysnes, Irene & Smith-Gahrsen, Martin (Red.), Lærerrollen i endring. Studentaktive læringsformer og profesjonsfaglig digital kompetanse. Universitetsforlaget. ISSN 9788215064727. s. 145–168. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2022). Double Vision in The Blythes are Quoted: Reading Marked External References. Journal of L. M. Montgomery Studies. L. M. Montgomery and Vision Collection. doi: 10.32393/jlmms/2022.0001. Fulltekst i vitenarkiv Vis sammendrag

  In common with many of her earlier works, L.M. Montgomery’s final text, The Blythes Are Quoted, is rich in references to external sources. This article examines marked external references in The Blythes, suggesting that they introduce both straight and deviant—“double-vision”—readings of the textual sections in which they appear.

• Erdmann, Susan Lynn & Gawronska, Barbara (2019). Norwegian Translations of Anne of Green Gables: Omissions and Textual Manipulations. I Glaz, Adam (Red.), Languages, Cultures, Worldviews; Focus on Translation. Palgrave Macmillan. ISSN 9783030285081. s. 349–366. doi: 10.1007/978-3-030-28509-8_14. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn & Gawronska, Barbara (2016). Being at home: Global citizenship in Norwegian schools. A study of children’s poems. LingBaW. Linguistics Beyond and Within. 2, s. 61–76. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2015). Figurative language and multicultural education: metaphors of language acquisition and retention. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. 37(2), s. 184–198. doi: 10.1080/01434632.2015.1053810. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2015). A third space: discursive realizations of immigrant identity. Language and Intercultural Communication. ISSN 1470-8477. 15(4), s. 475–493. doi: 10.1080/14708477.2015.1053908. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2013). Facebook Goes to College: Recent Research on Educational Uses of Social Media. Nordic Journal of Modern Language Methodology (NJMLM). 2(1). doi: 10.46364/njmlm.v2i1.70. Fulltekst i vitenarkiv

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• Daryai-Hansen, Petra Gillyard; Gebauer, Mirjam; Kanareva-Dimitrovska, Ana; Kraft, Kamilla; Larsen, Sanne & Lejre, Cecilie [Vis alle 12 forfattere av denne artikkelen] (2026). Special issue: Teaching and Learning Foreign Languages in Higher Education - part 1. Nordic Journal of Language Teaching and Learning (NJLTL). 13(2), s. i–viii. doi: 10.46364/njltl.v13i2.1635. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2026). Sanitizing the Unstoppable; The English Translation of Maria Parr´s Tonje Glimmerdal. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2026). “New-fangled Treasons: Non-violence, the American Revolution, and the Treason Clause”. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn & Surkalovic, Dragana (2026). Which English and why? Varieties of English in Norwegian teacher training. Fulltekst i vitenarkiv
• Slotnes, Oda Sagebakken; Vatne, Helle Marie; Erdmann, Susan Lynn & Leden, Laura (2025). Litteraturens mønstre: Girls' fiction with Laura Leden and Susan Erdman. doi: https:/player.captivate.fm/episode/15fb5960-863c-4446-bce3-a4c1c6c9b661/. Fulltekst i vitenarkiv Vis sammendrag

  Episode 18: What is girls' fiction? What are recurrent themes, settings or characters in this genre, and are stories about girlhood easily translated from one language and cultural context to another? Drawing on Anne of Green Gables and Emily of New Moon, Montgomery expert Laura Leden and Susan Erdmann address these and related questions.

• Dougherty, Stephen Darren & Erdmann, Susan Lynn (2025). Special Issue Editorial. Translation Review (TR). ISSN 0737-4836. 121(1), s. 1–3. doi: 10.1080/07374836.2025.2460939. Fulltekst i vitenarkiv
• Garshol, Lenka & Erdmann, Susan Lynn (2025). Den store stygge skjermen. I Palmgren, Elisabeth & Waterhouse, Torgeir (Red.), Logg på! Debatten vi skylder våre barn og unge å ta på alvor. Bonnier. ISSN 9788234725104. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2024). Compilative Translation and the Strange Afterlives of the Norwegian and Danish 1918 Translations of Anne of Green Gables. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2024). Anne Among the Birches: Elise Horn and the First Norwegian Translation of Anne of Green Gables. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn; Klævik-Pettersen, Espen Johan; Garshol, Lenka; Hasund, Ingrid Kristine & Päplow, Thorsten Manfred (2024). Editorial. Nordic Journal of Language Teaching and Learning (NJLTL). 12(1). doi: 10.46364/njltl.v12i1.1449. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2024). "Cooking is an act of defiance"; Olia Hercules and cookbook activism. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2023). So you think you can write? Lecture/workshop on academic writing in English. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn; Garshol, Lenka; Päplow, Thorsten Manfred & Olsbu, Inger (2023). Editorial: Vol. 11, No. 2. Nordic Journal of Language Teaching and Learning (NJLTL). 11(2), s. i–ii. doi: 10.46364/njltl.v11i2.1347. Fulltekst i vitenarkiv
• Garshol, Lenka & Erdmann, Susan Lynn (2023). Teaching Rehearsals in English Subject Didactics Courses in GLU. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn; Päplow, Thorsten; Garshol, Lenka & Drange, Eli-Marie (2022). Editorial. Nordic Journal of Language Teaching and Learning (NJLTL). 10(1), s. i–ii. doi: 10.46364/njltl.v10i1.1113. Fulltekst i vitenarkiv
• Edgar, Eir-Anne; Jr, Thomas David Nurmi; Hanssen, Jessica Allen & Erdmann, Susan Lynn (2022). Rough Waters and Smooth Sailing: A Roundtable Discussion on Teaching American Studies in Norway. Fulltekst i vitenarkiv
• Garshol, Lenka & Erdmann, Susan Lynn (2022). The use of digital tools in early instructed language learning. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2022). “He-boys” and “Fine Chaps”: Revisiting Masculinity in The Blythes Are Quoted. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2021). Cooking up Culture: Contemporary Eastern European Cookbooks. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn; Drange, Eli-Marie D.; Garshol, Lenka & Päplow, Thorsten (2021). Editorial Vol.9 No.2. Nordic Journal of Language Teaching and Learning (NJLTL). 9(2), s. i–ii. doi: 10.46364/njltl.v9i2.981. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2021). Eastern European Cookbooks and Nation-Building. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn; Hasund, Ingrid Kristine; Päplow, Thorsten; Garshol, Lenka & Drange, Eli-Marie D. (2021). Editorial Vol.9 No.2. Nordic Journal of Language Teaching and Learning (NJLTL). 9(1), s. i–ii. doi: 10.46364/njltl.v9i1.929. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn; Drange, Eli-Marie D.; Garshol, Lenka; Hasund, Ingrid Kristine & Päplow, Thorsten (2020). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). 8(2), s. i–iii. doi: 10.46364/njmlm.v8i2.845. Fulltekst i vitenarkiv
• Drange, Eli-Marie D.; Erdmann, Susan Lynn; Hasund, Ingrid Kristine & Päplow, Thorsten (2019). Editorial. Nordic Journal of Modern Language Methodology (NJMLM). 7(1), s. 1–3. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn & Dougherty, Stephen Darren (2019). Intercultural higher education; whose language? whose culture. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn & Dougherty, Stephen Darren (2019). Frenemies; Teaching culture when culture goes off the rails. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2019). Fairy Tales, Dreams, and Poetry; Anne Shirley in Norway. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2016). The learner in the context of second language acquisition: Universality, variation and experiential factors. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2016). Language, Translation, and Personal Mobility in China Mieville's Embassytown and The City and the City. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn & Gawronska, Barbara (2015). Global citizenship in English; the use of English-medium instruction in a Norwegian international school. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn (2011). Written English as an Additional Language; Textual Language and Identity Formation. Fulltekst i vitenarkiv
• Erdmann, Susan Lynn & Vulchanova, Mila (2016). Learner-Language Identities: Linguistic Instantiations of Identity in Additional-Language Student Texts. Norges teknisk-naturvitenskapelige universitet. ISSN 9788232614660. Fulltekst i vitenarkiv Vis sammendrag

  The study presented explores immigrant student identity construction in additional-language academic writing. Examining the English language academic writing of upper-secondary students in Norway, the project charts the relationship between the students’ linguistic choices and their attitudes towards textual authority, collective identifications and language retention and loss. The project unfolds within an Applied Linguistics framework, studying classroom writing for textual traces of student identity construction. Focussing on identity markers in the form of personal pronouns and referring expressions, the first two articles index linguistic choices to authorial presence and to larger social practises of identification. The first of these articles argues for the importance of task type selection in the production of authorial identity. The second article suggests that bicultural identity is signalled through inclusive and exclusive referencing patterns. The third article examines student metaphors of language acquisition, retention and loss in order to discuss issues connected to student attitudes towards the migration experience. All three articles argue that textual analysis of student writing can shed light on the connections between linguistic output and identity construction.

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