Publications
Monographs
Lorenz, E. (2022). Crosslinguistic influence in L3 acquisition: Bilingual heritage speakers in Germany. New York: Routledge.
Lorenz, E. (2019). The use of tense and aspect in the additional language English by monolingual speakers and bilingual heritage speakers. PhD Dissertation. University of Hamburg. http://ediss.sub.uni-hamburg.de/volltexte/2020/10636/
Edited volume/Editing of journal special issue/Editorial
Krulatz, A., Neokleous, G., & Lorenz. E. eds. (2023). Learning and teaching of English in the multilingual classroom. English teachers' perspectives, practices, and purposes. MDPI. https://doi.org/10.3390/books978-3-0365-7728-9 [Reprint of Special Issue in Languages]
Krulatz, A. Neokleous, G., & Lorenz, E. (2023). Editorial: Learning and Teaching of English in the Multilingual Classroom: English Teachers’ Perspectives, Practices, and Purposes. Languages 8: 121. https://doi.org/10.3390/languages8020121
Krulatz, A., Neokleous, G., & Lorenz. E. eds. (2022). Special Issue Learning and teaching of English in the multilingual classroom: English teachers' perspectives, practices, and purposes. Languages 7(2).
Journal articles (peer-reviewed)
Leimgruber, J., Al-Issa, A., Lorenz, E., & Siemund, P. (2024). Managing and investing in hybrid identities in the globalized United Arab Emirates. Journal of Language, Identity and Education 23(6): 955–972. https://doi.org/10.1080/15348458.2022.2070849
Siemund, P., Lorenz, E., & Toprak-Yildiz, T. E. (2024). The impact of heritage language proficiency on English as an additional language: Disentangling language and cognition. International Journal of Multilingualism 21(4): 2131–2149. https://doi.org/10.1080/14790718.2023.2228340
Jaekel, N., Schurig, M., & Lorenz, E. (2024). Moving beyond binary language status in research: Investigating early foreign language learning and linguistic distance. Research Methods in Applied Linguistics 3(3). https://doi.org/10.1016/j.rmal.2024.100151
Lorenz, E., Toprak-Yildiz, T. E., & Siemund, P. (2024). L3 English in the German secondary school context: Longitudinal development of bilingual heritage speakers’ multilingual repertoire. International Journal of Multilingualism. https://doi.org/10.1080/14790718.2024.2345215
Krulatz, A., Christison, M. A., Lorenz, E., & Sevinç, Y. (2024). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism 21(2): 711–727. http://dx.doi.org/10.1080/14790718.2022.2107648
Lorenz, E., Toprak, T. E., & Siemund, P. (2023). Why are they so similar? The interplay of linguistic and extra-linguistic variables in monolingual and bilingual learners of English. Pedagogical Linguistics 4(2): 159–194. https://doi.org/10.1075/pl.21016.lor
Li, L., Lorenz, E., & Siemund, P. (2023). The ages of pragmatic particles in Colloquial Singapore English: A corpus based study on oral history interviews. English World-Wide 44(1): 91–177. https://doi.org/10.1075/eww.21016.li
Lorenz, E. (2022). “We use English but not like all the time like.” – Discourse marker like in UAE English. Frontiers in Communication https://doi.org/10.3389/fcomm.2022.778036
Lorenz, E., Krulatz, A., & Torgersen, E. (2021). Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. Teaching and Teacher Education 105: 103428. https://doi.org/10.1016/j.tate.2021.103428
Lorenz, E., Hasai, Y., & Siemund, P. (2021). Multilingual lexical transfer challenges monolingual educational norms: not quite! Multilingua 40(6): 791–813. https://doi.org/10.1515/multi-2021-0014
Lorenz, E., Toprak, T. E., & Siemund, P. (2021). English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy. Poznan Studies in Contemporary Linguistics 57(2): 273–298. https://doi.org/10.1515/psicl-2021-0012
Lorenz, E., Rahbari, S., Schackow, U., & Siemund, P. (2020). Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners. Journal of Multilingual Theories and Practices 1(2): 185–217. https://doi.org/10.1558/jmtp.15517
Lorenz, E., Bonnie, R.J., Feindt, K., Rahbari, S. & Siemund, P. (2019). Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: evidence from pronominal object placement in ditransitive clauses. International Journal of Bilingualism 23(6): 1410–1430. https://doi.org/10.1177/1367006918791296
Articles in edited volumes (peer-reviewed)
Jaekel, N., Lorenz, E., & Ritter, M. (2024). English proficiency in L2/L3 learners: Impact of language use and linguistic distance. In Family and school involvement in multilingual education and heritage language development, S. Karpava (ed.), 59–78. Leiden/Boston: Brill. https://doi.org/10.1163/9789004702325_004
Siemund, P., & Lorenz, E. (2024). Multilingual advantages: On the relationship between type of bilingualism and language knowledge. In Multifaceted Multilingualism, K. K. Grohmann (ed)., 123–151. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.66.05sie
Siemund, P., Lorenz, E., & Toprak-Yildiz, T. E. (2024). English as an additional language: Heritage language proficiency and cognition. In New Approaches to Multilingualism, Language Learning, and Teaching, S. Karpava, N. Pavlou, & K. Grohmann (eds), 80–106. Cambridge: Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-5275-6236-3
Lorenz, E. (2023). The status of English in the United Arab Emirates: University students’ language use and usage contexts. In Revisiting second language sociolinguistics: Case studies from across the globe, E. Kkese (ed), 106–126. Cambridge: Cambridge Scholars Publishing.
Lorenz, E., Feindt, K., Rahbari, S., & Siemund, P. (2022). The influence of extralinguistic variables on cross-linguistic influence – case studies of bilingual heritage speakers. In Language development in diverse settings: Interdisziplinäre Ergebnisse aus dem Projekt „Mehrsprachigkeitsentwicklung im Zeitverlauf“ (MEZ), H. Brandt, M. Krause, & I. Usanova (eds.), 305–330. Wiesbaden: Springer.
Lorenz, E. & Siemund, P. (2020). The Acquisition of English as an Additional Language by Multilingual Heritage Speakers. In Der Einfluss der Migration auf Sprach- und Kulturräume / The Impact of Migration on Linguistic and Cultural Areas, U. Hoinkes & M. Meyer (eds), 111–134. Bern: Peter Lang.
Lorenz, E. (2019). Analysis of verb phrases and the progressive aspect in a learner corpus of L2 and L3 learners of English. In Widening the Scope of Learner Corpus Research. Selected Papers from the 4th Learner Corpus Research Conference 2017, A. Abel, A. Glaznieks, V. Lyding & L. Nicholas (eds), 253–287. Louvain le Neuve: Presses Universitaires de Louvain.
Lorenz, E. & Siemund, P. (2019). Differences in the acquisition and production of English as a foreign language. A study based on bilingual and monolingual students. In Current International Research on Multilingualism. Concepts and Contact Phenomena, E. Vetter & U. Jessner (eds), 81–102. Dordrecht: Springer Nature Switzerland AG.
Lorenz, E. (2018). "One day a father and his son going fishing on the Lake." - A study on the use of the progressive aspect of monolingual and bilingual learners of English. In Foreign Languages in Multilingual Classrooms. Hamburg Studies on Linguisitic Diversity, A. Bonnet & P. Siemund (eds.), 331–357. Amsterdam: John Benjamins.
Book reviews
Lorenz, E. (2023). Book review: Mackey, A. & Gass, S. 2023. Current approaches in second language acquisition research. A practical guide. Wiley. Available online at LinguistList https://linguistlist.org/issues/34-3764/
Lorenz, E. (2021). Book review: Romanowski, P. & Guardado, M. 2018. The many faces of multilingualism. Language status, learning and use across contexts. Berlin, Boston: De Gruyter Mouton. Journal of Language Contact 14(2): 481–486. https://doi.org/10.1163/19552629-14020008-02
Lorenz, E. (2019). Book review: Torres Cacoullos, R. & Travis, C.E. 2018. Bilingualism in the Community. Code-switching and Grammars in Contact. Cambridge: Cambridge University Press. Journal of Language Contact 12(2): 527–535. https://doi.org/10.1163/19552629-01202011
Data code
Schurig, M., Jaekel, N., & Lorenz, E. (2024). RMAL-Linguistic Distance. https://doi.org/10.17605/OSF.IO/6EAFS
Project reports
Rahbari, S., Bonnie Jr, R., Feindt, K., Lorenz, E., & Siemund, P. (2019). Wortstellungsanalyse im Rahmen der linguistischen Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) MEZ Arbeitspapiere. http://dx.doi.org/10.13140/RG.2.2.36631.52640
Rahbari, S., Gabriel, C., Krause, M., Siemund, P., Bonnie, R.J., Dittmers, T., Feindt, K., Lorenz, E., Topal, S. (2018). Die linguistische Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ). (MEZ Arbeitspapiere; 2). Hamburg: Universität Hamburg. https://doi.org/10.25656/01:15569
Dünkel, N., Heimler, J., Brandt, H., Gogolin, I. Bonnie, R.J., Feindt, K., Gabriel, C., Klinger, T., Krause, M., Lagemann, M., Lorenz, E., Rahbari, S., Schnoor, B., Siemund, P., Usanova, I. (2018). Mehrsprachigkeitsentwicklung im Zeitverlauf. Ausgewählte Daten und Ergebnisse. Hamburg: Universität Hamburg.
Other
Article in Khrono.no as part of the NTNU-based research group 'Language Practice in Education' (16 February 2024). How to facilitate Norwegian language learning for international staff in academia?/Hvordan tilrettelegge for norskopplæring til internasjonalt ansatte i akademia? English: https://www.khrono.no/how-to-facilitate-norwegian-language-learning-for-international-staff-in-academia/850221; Norwegian: https://www.khrono.no/hvordan-tilrettelegge-for-norskopplaering-til-internasjonalt-ansatte-i-akademia/849925
Article in Sciencenorway.no [English]/Forskersonen.no [Norwegian] as part of the NTNU-based reserach group 'Language Practice in Education' (1 February 2024). Skal alle stipendiater lære seg norsk? Vi er bekymret. KRONIKK: Ifølge Handlingsplanen for norsk fagspråk skal alle midlertidige ansatte gå på norskkurs, og alle fast ansatte må lære seg flytende norsk innen 3 år. Er dette gjennomførbart? ('Should all PhD students learn Norwegian? We are concerned. OPINION: According to the Action Plan for Norwegian Academic Language, all temporary employees are required to attend Norwegian courses, and all permanent employees must become proficient in Norwegian within 3 years. Over 400 researchers assess the implications this will have on the sector.'). English: https://www.sciencenorway.no/education-employment-language/should-all-phd-candidates-learn-norwegian-we-are-concerned/2318389; Norwegian: https://www.forskersonen.no/akademia-arbeid-kronikk/skal-alle-stipendiater-laere-seg-norsk-vi-er-bekymret/2317511
Article in Universitetsavisa as part of the NTNU-based research group 'Language Practice in Education' (8 November 2023). Forskergruppe vil kartlegge språk ved NTNU ('Research group will survey languages at NTNU'). https://www.universitetsavisa.no/karina-rose-mahan-norskkrav-norskopplaering/forskergruppe-vil-kartlegge-sprak-ved-ntnu/390339
Leimgruber, J. R. E., Al-Issa, A., Lorenz, E., & Siemund, P. (2022). Attitudes towards English and Arabic in the UAE.
OASIS Summary of Leimgruber et al. (2022) in Journal of Language, Identity, and Education. https://oasis-database.org/concern/summaries/qn59q466b?locale=en
BloMBi-Blog entry (April 2020): Why do we fail to identify a ‘multilingual advantage’ among bilingual heritage speakers? Insights from Germany and Norway. https://www.blombi-kombi.de/why-do-we-fail-to-identify-a-multilingual-advantage-among-bilingual-heritage-speakers-insights-from-germany-and-norway/