nortana newsletter fall 04 · bergenstest a call to action? standards for foreign lan-guage...

NORTANA NEWSLETTER FALL 2004

NORTANA NewsletterNewsletter for the Norwegian Researchers and Teachers Association of North America

Fall 2004 http://www.nortana.net Torild Homstad, editor

ContentsPresident’s GreetingNORTANA Business & NewsCall for NominationsNORTANA Meeting MinutesNORTANA Treasurer’s ReportBjørn Jensen LeilighetEssay Contest ReminderFrom Norwegian Information ServiceU.S. Norway ForumNORTANA Reading Group GuidesReading Group Guide “Dugnad”New Positions!PLUMankatoU of MNEvents, Conferences & Professional DevelopmentBente Kahan PerformanceLCTL Materials Development Mini-GrantAASC Conference - Call for PapersVoice & Vision in Language Teacher EducationISS Språkseminar & Teacher StipendReport from 2004 SpråkseminarEducation & Study in NorwayOslo International Summer SchoolScandinavian Studies in TelemarkScandinavian Urban Studies TermProjects, Publications & ReviewsTwo-fold IdentitiesScandinavian Welfare StatesTwentieth Century Norwegian WritersNaiv. Super – New Edition for Language Learn-ersVisions of Norway DVDNew Hedda Gabler FilmNorskklassenBergenstestA Call to Action? Standards for Foreign Lan-guage Learning in the 21st CenturyCongratulations!Melissa GjellstadRoger Greenwald

President’s Greeting

Takk for sist! It was good to see so many ofyou at Norgesseminaret in Grand Forks inmid-October. Thanks to Faythe Thureen(University of North Dakota) and the peopleat the Norwegian Consulate General in NewYork for all of the work they did in planningand hosting a most interesting and engagingevent. Each year I return to my teaching andresearch with renewed energy after spendingthis time with my colleagues from acrossNorth America, and I know that many ofyou experience this as well. The 2005Norgesseminar will be hosted by the Nor-wegian Embassy in Washington D.C., andwe look forward to marking Norway's cen-tennial at that time.

Please encourage your students and peoplein your communities to take advantage ofNORTANA's 2005 initiatives. The readingguides will be posted on our web site(www.nortana.net) as they become avail-able, so please spread the word to your localbook clubs and others who may be inter-ested. Thanks to all who have developed orwill be developing guides.

As you know our other major initiative isthe undergraduate essay contest. A few es-says have already been submitted, and wehope to receive many more by the December1 deadline. The prize winners will be an-nounced via our list serve early in 2005, andthe winning essays will appear on NOR-TANA's web site.

This spring NORTANA members will beelecting a new executive board. KatherineHanson is chairing the nominating commit-tee, and the committee has issued a call fornominations which appears in this newslet-

NORTANA NEWSLETTER 2 FALL 2004

ter. Please consider nominating others oryourself for these important positions. Apaper ballot will be sent out to the member-ship in the new year, and Eva Vincent of theNorwegian Consulate General in New Yorkwill be collecting and tallying the votes.You will also be asked to vote on a proposedamendment to the by-laws concerning thecomposition of the Board.

A note of thanks to all of the work that theBoard has done and continues to do. Thelist serve is up and running thanks to TroyStorfjell, and he has done a fine job of de-signing our new web site. I would also liketo extend a special thanks to Torild Homstadfor her work as newsletter editor, and toMargaret Hayford O'Leary for her work onthe administration of the Bjørn Jensenapartment. Finally, thanks to the member-ship for all of their ideas and support forNORTANA initiatives.

Med vennlig hilsen,Ingrid UrbergNORTANA President

NORTANA Business & NewsCall for Nominations

Dear NORTANA members:

It is once again time to elect officers for theNORTANA Board. Our current officers willserve until the next SASS meeting, May2005. The election will be conducted byregular mail--ballots will be sent out to allNORTANA members in February, 2005.

Nominations are now open for all positionson the Board: President, Vice-President,Treasurer, Secretary, member-at-large. Youmay nominate yourself (this is NOT the timeto be modest!) or another NORTANA mem-ber for any of the positions. Please e-mailyour nominations BY DECEMBER 1 to anymember of the Nominating Committee:

Jerry [email protected]

Katherine [email protected] [email protected]

NORTANA Minutes

Saturday, October 23, 2004Grand Forks, North Dakota

1. The meeting was called to order at 9:50am by President Ingrid Urberg. The first or-der of business was approval of the minutesfrom the Spring meeting on April 17, 2004at Redondo Beach, California. There wereno changes or corrections to the minutes,which were then approved unanimously.

2. Treasurer Terje Leiren gave his FinancialReport and made a proposal to increase themembership dues for NORTANA. The cur-rent rate of $10 US per year or $25 US forthree years has been in place for a very longtime, and NORTANA expenses are in-creasing. Terje suggested an increase to $15US per year or $40 US for three years.Members would be asked to pay the higherrate at the time their current dues expire.After brief discussion the proposal was sec-onded and then approved by a wide margin.

3. Ingrid began her President’s Report byreminding the membership that the currentboard members will end their term after theSpring 2005 meeting, which will be held atthe SASS conference in Portland, Oregon.Ballots will be sent out to the membershipby mail in February 2005 and should be re-turned to Eva Vincent for counting. Ingridencouraged members to consider taking onone of the five board positions (President,Vice President, Treasurer, Secretary, andMember-At-Large). An ad hoc nominatingcommittee consisting of Katherine Hanson([email protected]), Jerry Ander-son ([email protected]) and FrankieShackelford ([email protected]) hasbeen formed, and members are encouragedto contact a member of this committee tonominate either themselves or anothermember by Decmber 1, 2005.


Next, Ingrid reminded the membershipabout the NORTANA student essay compe-tition. She has received one entry already,and encourages members to have their un-dergraduates send essays to her by Decem-ber 1, 2004. A full description of the con-test, along with the separate essay contestsponsored by the Royal Norwegian Ministryof Foreign Affairs can be found athttp://www.nortana.net.

Ingrid then reported on the activities of thead hoc committee (Ingrid Urberg, TorildHomstad and Louis Janus) on book clubstudy guides. The first two guides will beavailable on the website very soon.

At Ingrid’s request, Torild Homstad then re-ported on her attendance at the US-NorwayForum, which was held in Chicago, Illinois.Of primary interest to NORTANA memberswas an initiative proposed by Knut Brautasetof the Norwegian Centre for InternationalCooperation in Higher Education. The pro-posed initiative would form a commission towork together to bring more Norwegian uni-versity students to institutions in NorthAmerica. This commission would follow upon the report commissioned by the RoyalNorwegian Embassy last year on the declinein enrollment of Norwegian students inNorth American colleges and universities.Chuck Nelson, Dean of Admissions at Pa-cific Lutheran University offered somepractical suggestions and encouraged Nor-wegian-American institutions to work to-gether to recruit Norwegian students. AstridSæther of the University of Oslo also pre-sented information on the preparations forthe Ibsen year of 2006.

Ingrid then asked Margaret HayfordO’Leary to report on the ad hoc committee(Margaret Hayford O’Leary, Ingrid Urbergand Torild Homstad) formed in early 2004to coordinate the Bjørn Jensen apartment atSogn Student Housing in Oslo. Margaretmet with the head of Studentsamskipnaden iOslo, which runs student housing, and heindicated that he is willing to cooperate withNORTANA on the apartment. The com-

mittee very efficiently set up a series of cri-teria for scholars wishing to occupy theapartment. Priority will be given toNORTANA members, those who wish tooccupy the apartment for the full academicyear, and those who have not had the op-portunity to live in the apartment previously.This and further information will be madeavailable on http://www.nortana.net. Theapartment will be available to scholars dur-ing three separate periods each year: Earlysummer (approximately the first three weeksof June; application due November 1, 2004),late summer (approximately the last threeweeks of August), and the academic year(approximately September 1 through May30; application due January 15, 2005).(Following the meeting the committee de-termined it would be more efficient to have asingle application deadline for both short-term summer and academic year rental; thesingle deadline will be January 15-ed.).

Margaret further described the financial ar-rangements that have been made for cover-ing the costs of the apartment. Because ofthe idiosyncrasies of Norwegian banks andservice providers, it was necessary for Mar-garet to set up a bank account with NordeaBank in her own name, into which occu-pants of the Bjørn Jensen apartment will payrent and utilities (currently 4000 NOK permonth, 1000 NOK per week or 150 NOKper day). A brief discussion of the long-term advisability of having one member per-sonally responsible for this arrangement en-sued. Ellen Rees volunteered to investigatethe logistics of registering NORTANA inNorway so that the organization could havea bank account there. Audun Toven re-minded the membership about the origin ofthe Bjørn Jensen apartment—namely thatBjørn Jensen, a former head of the Norwe-gian Information Service in the USA duringthe 1970s and one of the people responsiblefor instituting Norway Seminar and otherimportant forms of support for Norwegianstudies at American institutions, togetherwith Kjetil Flatin (head of Studentsamskip-naden i Oslo at the time) worked togetherduring the 1980s to establish a base for


North American scholars and teachers. Theapartment is named after Bjørn Jensen inrecognition of his tireless support of Norwe-gian studies, and a framed portrait of himcan be found in the apartment today.

Next Ingrid presented the membership witha proposal for an addition to the NORTANAbylaws. The executive board proposes thatthe person chosen to coordinate the BjørnJensen apartment be granted an ex officioseat on the executive board, as is currentlythe case for the webmaster and newslettereditor. Changes in the bylaws must be ap-proved by a mail-in vote, and this proposalwill be included on the executive boardelection ballot that will be sent out to mem-bers.Finally Ingrid thanked the members of theexecutive board, the Royal Norwegian Min-istry of Foreign Affairs and the NorwegianInformation Service for their support, andencouraged existing members to recruit newmembers.

Troy Storfjell then gave a brief WebmasterReport, in which he revealed the newNORTANA website(http://www.nortana.net). He noted that theNORTANA listserv is also up and running,after a brief transition between servers. No-tices and information can be sent to the e-mail address [email protected]. Memberswere reminded that the Norwegian word forwebsite is et nettsted.

Torild Homstad gave the Newsletter Edi-tor’s Report, in which she announced thatthe newsletter would be out soon. She re-quested reviews and reports of books andother teaching materials or activities thatmight be of interest to other NORTANAmembers. Members were reminded that theNorwegian word for newsletter is either etmeldingsblad or et nyhetsbrev.

Torild then reported that the Oslo Interna-tional Summer School usually has twogrants for NORTANA members planning onattending the three-week teachers’ seminar.During the 2005 ISS, the seminar will focus

specifically on the topic of translation, ratherthan the usual combination of linguistic andpedagogical topics. Members interested inapplying for the grants and/or the seminarshould contact Torild ([email protected]).

Next Inger Lavik Opdahl, Senior Advisor atthe Royal Norwegian Ministry of ForeignAffairs sends warm greetings to NORTANAmembers from the Ministry, and especiallyfrom Kjellaug Myhre. She reported that af-ter November 1, 2004 more informationfrom the Ministry on the 2005 centennialcelebration will be made available, and thatmore information on the Ibsen jubilee in2006 will made available in the near future.

Liv Mørch Finborud, Consul General ofNorway, extended words of welcome andgreeting to the membership.

Eva Vincent, Director of the Norwegian In-formation Service in the United States thenreminded members of the Royal NorwegianMinistry of Foreign Affairs essay competi-tion. The submission deadline is December15, 2004. She also reminded NORTANAmembers about the funding informationavailable through ”forskerkanalen”(http://www.forskningsradet.no), and that asusual the Norwegian Information Servicewill make travel stipends available. The ap-plication deadline will be February 15, 2005.Further, Eva mentioned the growing DVDand VHS lending collection that her officemaintains. There is a list of available filmsposted on their website:http://www.norway.org/education/norwegianamericanstudies/Norwegian-American+Studies.htm Eva announced thatthe contemporary author Jan Kjærstad willbe a featured speaker at the 2005 SASS con-ference in Portland, Oregon. She also an-nounced that a poster exhibit is being pre-pared for the Ibsen jubilee year, and that itwould be especially useful in cases wheremembers are planning special Ibsen semi-nars. She also reminded members partici-pating in Norway Seminar to fill out andsubmit the provided evaluation forms. Fi-nally, Eva made a particularly well-received


announcement that all members attendingNorway Seminar would receive a signedcopy of Lars Saabye Christensen’s newlytranslated book, The Half Brother. Chris-tensen visited the USA in September andgenerously signed numerous copies of thebook.

Next Per Øystein Roland and Andrine Pol-len from NORLA passed on warm greetingsto NORTANA members from KristinBrudevoll and Elisabeth Middelthon.

Ellen Rees then gave a presentation on the1999 ACTFL report, Standards for Lan-guage Learning in the 21st Century and howNORTANA might benefit from consideringthese proposed standards in more detail (seeseparate article). A lively discussion en-sued, and Ellen agreed to collect the namesof members interested in participating in anad hoc committee that will investigate thestandards and make suggestions for howNORTANA might use them. Interestedmembers are encouraged to contact her [email protected].

Erling Rimestad from the Norwegian Em-bassy in Washington, D.C. gave a brief re-port on the plans for Norway Seminar 2005.The general theme will be the centennialcelebration of the dissolution of the unionwith Sweden, but specific speakers and top-ics have not yet been decided. Erling wel-comes suggestions from the membership,and announced that the Smithsonian Institu-tion will be involved in coordinating theseminar.

For 2006 the theme of the Norway seminarwill be Ibsen. At meeting time it was notyet determined whether the meeting wouldbe hosted by John Weinstock in Austin,Texas or Tanya Thresher in Madison, Wis-consin. Terje Leiren expressed an interest inhosting again in Seattle, Washington, per-haps in 2007 or 2008.

Finally, there was a long list of announce-ments:

Ingrid announced that the Association forthe Advancement of Scandinavian Studies inCanada will hold its annual conference inLondon, Ontario May 28-31, 2005. Ingridwill share the call for papers when it be-comes available, and encourages partici-pants from both the USA and Norway.Ingrid also announced that Augustana Uni-versity College in Camrose, Alberta has of-ficially become a part of the University ofAlberta.

Troy announced that a Major in Scandina-vian at the University of Colorado at Boul-der has been approved. It will officially beknown as The Scandinavian Track of theGermanic Cultural Studies Major.

Terje announced that the University ofWashington now has a Major in Finnish. Healso encouraged NORTANA members tosubmit paper proposals to him for the 2005SASS conference ([email protected]). Following up onEva Vincent’s announcement of Jan Kjær-stad’s participation in SASS, Terje an-nounced that there will probably be a specialsession set up both for Kjærstad himself andfor scholarly discussion of his work. Mem-bers interested in participating as either chairor respondant should contact Terje. Finally,Terje announced that Melissa Gjellstadearned her Ph.D. in Norwegian in June2004.A new tenure-track position as Coordinatorof Scandinavian Studies at the MinnesotaState University at Mankato is being adver-tised. Interested applicants are encouragedto contact Birgitta Hendrickson([email protected]) for furtherinformation. (See position announcementelsewhere in this newsletter.)

An annotated version of Erlend Loe’s Naiv.Super. (1996) is being published, whichshould be very useful in instruction, since somany Norwegian teachers are using thebook in their classes.

Torild reminded the membership that theOslo Year Program is no longer functioning


in its previous form. The University of Oslohopes instead to increase the number ofNorth American students enrolled throughbilateral agreements. Currently, the OYP isfunctioning as a portal for students fromuniversities and colleges that do not yet havebilateral agreements, but this will probablynot continue next year. Torild encouragesmembers to work toward such agreements toensure that students still have the opportu-nity to study at the University of Oslo.

Claudia Berguson announced that a positionas Assistant Professor of ScandinavianStudies at Pacific Lutheran University hasbeen advertised. The application deadline isDecember 15, 2004. Seehttp://www.plu.edu/%7Ehumr/jobs/assistant-professor-6.html for further information.(The position is also posted elsewhere in thenewsletter.) They are particularly interestedin reviewing applications from candidates inNorwegian with a strong research andteaching interest in Scandinavian culture, thewelfare state, ethnic minorities and/or peacestudies.

Finally, the National Institute of SummerScandinavian Studies will be held in 2005 inMadison, Wisconsin. Language courses willbe held in Norwegian and Danish. Pleaseinform your students of this opportunity.

The meeting was adjourned at 11:10 am.

Respectfully submitted,Ellen Rees, Secretary

NORTANA Treasurer’s Report

Balance on Account (Mar 31,2004)$9,541.76Income-Membership Dues305.00ExpensesNewsletter315.56Newsletter6.20Newsletter186.55New checks/deposit slips

9.80Bank service charges 4.00Total Expeneses532.11

Balance on Account (Sept 1, 2004)$9,314.65

Profit <Loss><227.11>

Respectfully submitted,Terje Leiren, Treasurer

Bjørn Jensen Leilighet

The Bjørn Jensen apartment was establishedin 1992 in honor of Bjørn Jensen and hisservice to Norwegian teachers in NorthAmerica, thanks to Kjetil Flatin, then direc-tor of Studentsamskipnaden i Oslo (SiO).The apartment is owned by SiO, and the rentis subsidized by a generous annual grantfrom the Royal Norwegian Ministry of For-eign Affairs. The apartment is dedicated tothe use of North American scholars of Nor-wegian studies.

Located at Sogn Studentby, the apartment(approx. 50 kvm) has 2 bedrooms, livingroom/kitchen/bath with shower, and storagelockers. It is fully furnished, with internetaccess and telephone, linens, dishes, micro-wave, cable television, VCR, etc. Photos ofthe apartment interior will be posted on theNORTANA website.


Rent for 2004-2005 is NOK 4000 a month,NOK 1000 a week, or NOK 150 per day.Rent includes high-speed internet access,telephone service within Norway and cableTV. Laundry is extra, and is paid directly tothe reception desk at Sogn each month, orupon departure for short-term rental.

Renters will be required to sign a contractwith SiO and to fulfill all their obligations asresidents of Sogn studentby. In additionthey will sign a contract with NORTANA,outlining specific terms of the rental.

The apartment will be available for rent for3 periods throughout the year: two summerrentals from ca. June 1-23 and ca. August 6-31, and during the academic year from Sep-tember 1-May 31. The ISS has use of theapartment during its session.

January 15 is the application deadline foreither summer or academic year rentals.Further information and application formsare available on the NORTANA website.Applications are to be sent to Margaret Hay-ford O’Leary [email protected] the chair ofthe B.J. apartment committee.

NORTANA Essay Contest

There is still time for students to submit es-says to the NORTANA essay contest. Pleaseremind your students of this wonderful op-portunity to win a free round-trip ticket toOslo! Deadline is December 1.

Norwegian Information Service

Vi vil gjerne takke for sist til alle som deltokpå Norgesseminaret og for alle bidrag til ågjøre seminaret så vellykket, og vi håper allehadde utbytte av seminaret både med tankepå det faglige innholdet og samværet medkolleger, foredragsholdere og oss andre.

Jeg vil gjerne minne om Utenriksdetarte-mentets 2005-essaykonkurranse ogoppfordrer alle til å delta. Jeg minner ogsåom forsker- og studentkanalen og reisesti-pendet, og at informasjon om 2005-

arrangement finnes på vår hjemmesidewww. norway.org. Trykk på 2005-knappen iden horisontale menyen, eller bruk lenkenhttp://www.norway.org/info/2005.htmMed vennlig hilsen,Eva Vincent, Norwegian Information Serv-iceRoyal Norwegian Consulate General, NewYork

U.S.-Norway Forum

The U.S-Norway Forum met in Chicago onFriday, October 15. A manquette of thestatue of Princess Märtha that is to beerected on the grounds of the Norwegianembassy in Washington, D.C. was unveiledat a reception Thursday evening.

The meeting was chaired by AmbassadorVollebæk. Sylvi Graham, State Secretary,Ministry of Foreign Affairs, summarized theaims and themes of the 2005 celebrations.Kim Nesselquist of the Norwegian Ameri-can Foundation reported on their activities.The 2005 Directory of Norwegian-Americanorganizations will be mailed next month.The Foundation also publishes an e-mailnewsletter, which can be subscribed to at:http://noram.norway.com/newsletter.asp andis partner in maintaining a website <nor-way.com> through which they hope to pre-sent Norwegian events and information onthe activities of Norwegian-American orga-nizations. In May their website had 600,000hits, 60% from North America, with an av-erage visit lasting 12-14 minutes, accordingto Nesselquist. Brand management consult-ant, Henning Dahl said that most Norwe-gian-American organizations do not have astrong presence on the internet, and sug-gested that sharing resources and makinguse of Norway.com and Norway.org couldincrease the ability of all to reach a largeraudience.

A number of events were announced, in-cluding a silver centennial coin, a Märthasweater by Dale, and a documentary film onPrincess Märtha. For more information on


these and other events, refer to the followingwebsites: www.norge2004.no,www.2005.Norway.info,www.hundrearsmarkeringen.no/www.norge2005.no, www.nb.no/baser/1905,www.dep.no.ud The Foundation also an-nounced that the Crown Princess Märthafund will take applications in the spring andthe first grant will be announced at the un-veiling of the statue, granting $100,000 for2005.

Of particular interest to NORTANA werethe presentations by Knut Brautaset, Chair-man of the Board of SIU (Norwegian Centrefor International Cooperation in HigherEducation) and Chuck Nelson, Director ofAdmissions at PLU. Brautaset reiterated theimportance of increasing the numbers ofNorwegian students in the U.S. and Canada,and the obstacles to this as outlined in thestudy done last year. On the plus side, aNorwegian forum for research in the U.S.has been established, the new Norwegiandegree structure with a 3-year bachelor is inplace and should encourage reciprocity, andnew bi-lateral partnerships are valuable (al-though mobility is not high enough).Brautaset suggested establishing a workinggroup with representatives from SIU, theNorwegian Council for Higher Education,and the embassies, which could suggestmeasures, including funding schemes andprograms.

Chuck Nelson talked about what can bedone to attract Norwegian students to NorthAmerican universities. Nelson maintainsthat money should not be a problem; thatthere is money available and that the NOK isstrong and goes a long way. The charm ofAustralia is waning a bit, and semester andyear-long periods of study are becomingmore common for Norwegian students. Nel-son suggests that we need to look for whatunique that we can offer, and for effectiveways to reach potential students. He believesthat cooperation among schools by combin-ing advertising in ads in Norwegian maga-zines, participating together at educational

fairs, and cooperation on the web, would begood strategies.

Ambassador Havnen asked when a studentdecides where to study, and suggested thatwe are missing an opportunity by focusingon universities, and that we should put moreenergy into reaching students at vide-regående. Kjetil Flatin pointed out that wecould learn something about marketing fromAustralia, and that Australia spends 20 mil-lion NOK each year in Norway to promoteAustralian universities.

The Ibsen centennial is 2006, and AstridSæther outlined some of the events to takeplace. Ibsen year events will be grand andvaried; they will have an international pro-file and are to show originality, involveyoung people, and should have a lasting ef-fect. There are 10 students from all over thework participating in the first year of a newMaster’s Programme in Ibsen Studies inEnglish. The 11th International Ibsen Con-ference will be held August 21-27 in Oslo.The conference theme will be “The LivingIbsen”. The U.S-Norway Forum in 2006 willbe dedicated to Ibsen.

Lois Rand, president of the Norwegian-American Historical Association, was pre-sented with the Ambassador’s Award.Torild Homstad,Oslo International Summer School,NORTANA

NORTANA Reading Group Guides

The first two NORTANA Reading GroupGuides are now available: Lars SaabyeChristensen’s The Half Brother, by Eliza-beth Blair, Associate Professor of English atSouthwest Minnesota State University, andØystein Lønn’s The Necessary Rituals ofMaren Gripe, by Tanya Thresher, Univer-sity of Wisconsin.

These guides are intended to present worksof Norwegian literature to an English-reading public, to enhance the reading expe-rience, and to encourage the reader to ex-


plore further what Norwegian literature hasto offer.

NORTANA Reading Group Guides may bedownloaded at no charge from theNORTANA website www.nortana.net foruse by reading groups or individual readers.Comments, questions, or suggestions maybe posted to our Reading Group Guide Dis-cussion Page.

Reading Group Guide “Dugnad”

The next phase of the project is for allNORTANA members to contact their localbookstores about the wonderful Norwegianliterature that is available in English. Letthem know about the availability of thereading group guides and ask them to sug-gest these books to their local book clubs. Ifyou belong to a book club, suggest somegood Norwegian literature in English.

We also need more writers of reading groupguides. Linn Ullmann now has three novelsin English translation, and there are newEnglish translations of books by Hamsunand Sigurd Hoel, among others. Contact To-rild Homstad [email protected] for moreinformation.Torild HomstadOslo International Summer School

3 New Positions!

Pacific Lutheran University

We in the Scandinavian Studies program atPacific Lutheran University, Tacoma,Washington are pleased to announce a ten-ure-track position in Scandinavian Studiesbeginning September 2005. The position de-scription is included below. You will alsofind more information about the Scandina-vian Studies position athttp://www.plu.edu/~humr/jobs/

Position Description

Pacific Lutheran University announces afull-time, tenure-track assistant professor-ship in Scandinavian Area Studies and Nor-

wegian beginning September 2005. Re-quirements: Ph.D., native or near-native flu-ency in Norwegian, and expertise in Scandi-navian cultural studies with an emphasis onmodern Scandinavia. Scholars with researchand teaching experience in Scandinavian so-cial democracy, cultural identity, ethnic mi-norities, and/or peace and developmentstudies are encouraged to apply. A record ofexcellent teaching, evidence of scholarlypromise, and an interest in teaching in inter-disciplinary programs is required. Teachingresponsibilities include courses in Norwe-gian language, Scandinavian culture andcultural history at all undergraduate levels.Other responsibilities include commitmentto the growth of the Scandinavian Studiesprogram, and contribution to the develop-ment of PLU’s study abroad program atHedmark University College.

The Scandinavian Studies program at PLUis an interdisciplinary program that offersmajors in Scandinavian Area Studies andNorwegian, and includes courses in culture,literature and three levels of Norwegian lan-guage. The program’s curriculum is de-signed to develop students’ informed under-standing of Scandinavia in the modernworld. Through its courses and participationin campus dialogue on global perspectives,the program takes an active role in the uni-versity’s priority to encourage global educa-tion. In the progressive Lutheran tradition,Pacific Lutheran University seeks to educatestudents for lives of thoughtful inquiry,service, leadership and care.

Send letter of interest, CV, dossier includingthree letters of recommendation, evidence ofteaching excellence, and sample syllabi toScandinavian Studies Search Committee,Scandinavian Studies Program, Pacific Lu-theran University, Tacoma, WA 98447-0003. Please direct questions to Dr. ClaudiaBerguson, phone: (253) 535-7512, email:[email protected]<mailto:[email protected]>. Deadline forapplication is December 15, 2004.Pacific Lutheran University is an Equal Op-portunity Employer.


Mankato State University

POSITION:Modern Language Department, AssistantProfessor Scandinavian Languages and Di-rector of Scandinavian Studies (tenure track)

APPLICATION DEADLINE:Applications received by December 1, 2004will receive priority consideration.

SALARY RANGE:Dependent upon qualifications and experi-ence; competitive.

DATE OF APPOINTMENT:August 22, 2005

RESPONSIBILITIES: Teach courses in un-dergraduate Scandinavian languages (Nor-wegian, Swedish), direct the ScandinavianStudies program. Course development. Thesuccessful candidate is also expected to en-gage in research and service. The teachingload is 20 credits per year plus 4 credits re-assigned time per year for the direction ofthe Scandinavian Studies program.

QUALIFICATIONS REQUIRED: * Ph.D. by date of appointment in Scandi-navian languages or Scandinavian Studies. * Native or near-native fluency in Norwe-gian or Swedish and English. * Documented undergraduate teaching ex-perience.* Must demonstrate potential for research.Specialization is open.

OTHER CONSIDERATIONS:

* Experience as Program Director. * Native or near-native fluency in a secondlanguage taught in the department or qualifi-cations to teach world language teachingmethods.

RELATED INFORMATION:The Department of Modern Languages hasgraduate programs in Spanish and French;

undergraduate majors and minors in Span-ish, French and German; a minor in Teach-ing English as a Second Language. TheScandinavian Studies major is an interdisci-plinary program.

For further information on ScandinavianStudies:http://www.mnsu.edu/modernlang/scanstudies.html.

For further information on the Departmentof Modern Languages:http://www.mnsu.edu/dept/modernlang/.

Additional information on Minnesota StateUniversity, Mankato can be found at:http://www.mnsu.edu.

Employment for this position is covered bythe collective bargaining agreement for theInter Faculty Organization which can befound at:http://www.hr.mnscu.edu/LR/index.html.

TO APPLY:Provide a letter of application addressing thequalifications above, vita, unofficial tran-scripts, statement of philosophy of teachingand research goals, and three current lettersof recommendation to the following address.An official or certified copy of the tran-scripts will be required prior to any inter-view as a finalist for this position.

NAME:Dr. Jim Grabowska, ChairScandinavian Studies Search CommitteeDepartment of Modern LanguagesMinnesota State University, Mankato227 Armstrong HallMankato, MN 56001

PHONE: (507) 389-2116TTY: (800) 627-3529FAX: (507) 389-5887 E-MAIL:[email protected]


University of Minnesota

Lecturer or Teaching Specialist Positions inNorwegian & SwedishThe College of Liberal Arts, Department ofGerman, Scandinavian and Dutch

DUTIES AND RESPONSIBILITIES:The Department of German, Scandinavianand Dutch in the College of Liberal Arts atthe University of Minnesota seeks candi-dates for two positions, one in Norwegianand one in Swedish. Responsibilities in-clude teaching six language courses (threecourses per semester), engaging in ongoingcurriculum development, and performingsome administrative duties in a growing un-dergraduate language program. These are100%, nine-month positions, annually re-newable based on funding and performance,beginning August 29, 2005. Salary range is$37,000 to $42,000, depending on qualifica-tions and experience. Excellent benefitsavailable.

REQUIRED QUALIFICATIONS:Two years of post-secondary teaching expe-rience.Native or near-native fluency in English andthe language of instruction. (Teaching Specialist:) An M.A. degree orforeign equivalent or ABD in the appropri-ate language, foreign language education, ora related field.(Lecturer:) A Ph.D. degree or foreignequivalent in the appropriate language, for-eign language education, or a related field.

PREFERRED QUALIFICATIONS:Experience teaching American college oruniversity-level undergraduates.Post-secondary experience teaching Swedishor Norwegian language.Interest in curriculum development.A strong background (e.g., coursework,publications, experience) in foreign lan-guage education, second language acquisi-tion, proficiency-based teaching, or com-puter-assisted language learning.Positive evaluations of teaching from stu-dents, peers and/or supervisors.

APPLICATION INSTRUCTIONS:Persons interested and who meet the qualifi-cations listed above should send a letter ofapplication, curriculum vitae, three letters ofrecommendation, documentation of qualityteaching (teaching evaluations, syllabi, sam-ple class materials, or other documentation),and relevant publications if available to:Search CommitteeGerman, Scandinavian and Dutch205 Folwell Hall9 Pleasant Street SEUniversity of MinnesotaMinneapolis, MN 55455.

Completed applications must be received nolater than January 10, 2005. Please providea translation of any material not in English.

For information on the Department, go to <http://www.folwell.umn.edu/gsd >.

The University of Minnesota is committed tothe policy that all persons shall have equalaccess to its programs, facilities, and em-ployment without regard to race, color,creed, religion, national origin, sex, age,marital status, disability, public assistancestatus, veteran status, or sexual orientation.

Events, Conferences & Profes-sional DevelopmentBente Kahan Performance

Bente Kahan is a Jewish-Norwegian per-forming artist, with the production companyTeater Dybbuk - Oslo, whose aim is to con-vey Jewish-European culture and historythrough drama and music. She is scheduledto perform on February 5, 2005 at the St.Paul Jewish Community Center, and give atalk at the University of Minnesota. Othercolleges or universities that would like to ar-range for a local concert should contactLouis Janus ([email protected]) as soon aspossible, See Ms Kahan's webpagehttp://www.bentekahan.com/ for more de-tails about her performances.Louis Janus,University of Minnesota


LCTL Materials DevelopmentMini-Grant

To augment its support of LCTL teachers,the LCTL Project will be awarding grants ofup to $1,000 for the development and sub-mission of sharable material for teaching aLCTL. The materials will be used toexpand the LCTL Projects growing collec-tion of web-based instructional materials.

The deadline for submitting application is 6Dec 2004. Deadline for submitting the mate-rial itself (for the successful applicants) isJune 30, 2005.

The announcement is athttp://www.carla.umn.edu/lctl/materials/grant.html The application forms to print andmail in (to reach us by 6 Dec2004) can befound at:http://www.carla.umn.edu/lctl/application.html

Please email me ([email protected]) or call612/624-9016 with questions.Louis Janus,University of Minnesota

AASSC CONFERENCE- Call forPapers

University of Western Ontario, London,OntarioMay 28-31, 2005

The twenty-fourth annual meeting of the As-sociation for the Advancement of Scandina-vian Studies in Canada (AASSC) will beheld at the University of Western Ontario,London, Ontario, May 28 - 31, 2005 inconjunction with the meetings of the Cana-dian Federation for the Humanities and So-cial Sciences/Fédération canadienne des sci-ences humaines. The Congress theme isParadoxes of Citizenship: Environments,Exclusions, Equity.

Proposals are invited for papers of 20 min-utes duration. Each paper will be followed

by an additional 10 minutes of discussiontime. Papers may be given in English orFrench on a Scandinavian (including Finnishand Icelandic) related topic in any disci-pline.Proposals for panels on specific themes areinvited, as are proposals for interdisciplinarycolloquia or special sessions in regard to thetheme of Paradoxes of Citizenship, and oneor more of its sub-themes, Environments,Exclusions, Equity. Please ensure that in-dividual abstracts and brief CVs for eachpaper/presenter on a panel accompany suchproposals and that you contact the ProgramCommittee directly.

Proposals/abstracts of 150-250 words shouldbe submitted by January 15, 2005 by e-mailto the chair of the AASSC Program Com-mittee:

Ingrid K. UrbergAssociate Professor of Scandinavian StudiesAugustana Faculty, University of [email protected]: (780)679-1573

Please note: All submissions must be sentelectronically, and the subject section shouldread AASSC paper submission. Submis-sions should include title of paper, abstract(150-250 words), and the author's name, af-filiation and contact information.

NOTE: There is the possibility that AASSCwill be able to defray a small part of thetravel costs of AASSC members giving pa-pers. Students may apply for additionalfunding. Conference participants fromEurope should apply for funding to agenciesof their home country. Papers given at theconference may subsequently be consideredfor publication in the Association's journalScandinavian-Canadian Studies.


Voice and Vision in LanguageTeacher EducationFourth International Conference– Call for Papers

June 2-4, 2005Radisson-Metrodome HotelMinneapolis, Minnesota, USA

The fourth International Conference onLanguage Teacher Education welcomesproposals for papers and symposia on all as-pects of the education and professional de-velopment of language teachers. Papers andsymposia may report on data-based research,theoretical and conceptual analyses, or bestpractices in language teacher education.

The mission of the conference is to addressthe education of teachers of all languages, atall instructional and institutional levels, andin all the many national and internationalcontexts in which this takes place, including:English as a Second or Foreign Language(ESL/EFL) instruction; for-eign/modern/world language teaching; bi-lingual education; immersion education; in-digenous and minority language education;and the teaching of less commonly taughtlanguages. The conference aims to bring to-gether teacher educators from these manycontexts to discuss and share research, the-ory, and best practices and to initiate andsustain meaningful professional dialogueacross languages, levels, and settings.

The deadline for submission of proposals forpapers and symposia is November 30, 2004.

More information and on-line submissioninstructions can be found at:http://www.carla.umn.edu/conferences/LTE2005/call.html

ISS Språkseminar & Teacher Stipend

The Royal Norwegian Ministry of ForeignAffairs has generously offered two stipendseach year to North American teachers ofNorwegian to participate in Språkseminar, a

special three-week course (the second halfof the summer session), for advanced lan-guage students and Norwegian teachers.This past summer two NORTANA membersparticipated; Chris Hale and Hanna Emer-son. There is a report from Hanna Emersonelsewhere in the newsletter. This summer,the Språkseminar will focus on translation.Norwegian language teachers interested inapplying to the course, and for the teachersstipend should contact Torild Homstad [email protected]

Report from Språkseminar 2004

This year I was awarded both a travel grantfor 2004 by the Norwegian Ministry of For-eign Affairs and also a stipend for NorthAmerican teachers of Norwegian to partici-pate in the 2004 session of Oslo Interna-tional Summer School. The course in whichI took part was called "Språkseminar". Asyou know, this particular course is designedfor Norwegian language teachers abroad.This year the group consisted of seven stu-dents. I am happy to say that I found thecourse and its participants (both teachers andstudents) very satisfactory, intellectuallystimulating and informative. I particularlyenjoyed having the possibly to discuss issueswith teachers from various countries and ex-change our experiences and views.

The stay also proved to be extremely suc-cessful outside the classroom. It gave methe opportunity to do research in the library,spend countless hours in bookstores andsecond hand bookstores. As a result of this Ibrought home over 40 books which will beused in 2 areas: language teaching and myHenrik Ibsen research. Last but not least, thestay allowed me to visit my Norwegianfriends who once again helped me tremen-dously with networking and finding new re-search sources. I very much appreciate theopportunity to be in Oslo for 4 weeks and Ibelieve that both "Språkseminaret" and myresearch will contribute significantly to myscholarly work.Hanna Zmijewska-Emerson, Ph.D.University of Minnesota


Education & Study in Norway

Oslo International Summer School

The ISS will offer a new course in Norwe-gian Architecture and Design this summer inaddition to its regular offerings.

The Oslo International Summer School of-fers a six-week program of academic coursework, excursions, and extracurricular activi-ties for around 550 students from almost 100different countries at the University of Osloeach summer. This year’s session is fromJune 25 to August 5. Students may studyintensive Norwegian language courses frombeginning to advanced levels. Other coursesin the humanities and social sciences (Nor-wegian literature, history, political science,international relations) are taught in English,with a Norwegian perspective. There arealso a number of graduate and professionalcourse offered in areas where Norway hasspecial expertise:Peace Research, Interna-tional Community Health, Energy Planningand Sustainable Environment, Media Stud-ies, Special Needs Education, InternationalDevelopment Studies. Individuals who havecompleted at least one year of college oruniversity are eligible to apply. There is nolanguage prerequisite, and no upper agelimit. Catalogs and applications are nowavailable and have been sent out to Norwe-gian teachers. If you did not receive a cata-log, or need more, please contact the NorthAmerican Admissions Office, [email protected],.

Scandinavian Urban Studies TermAutumn semester

The Scandinavian Urban Studies Term(SUST) is delivered in partnership betweenthe Higher Education Consortium for UrbanAffairs (HECUA) based in the Twin Citiesand the International Summer School at theUniversity of Oslo. SUST is a long-standingprogram that commenced in 1973. It hasevolved from being a program focusing onthe achievements of the Scandinavian wel-

fare state to one that critically examinescontemporary Scandinavia as it struggleswith the joint challenges of globalisation andimmigration. SUST is inter-disciplinary anddraws on sociology, political science, his-tory, urban studies, arts and literature andlinguistics.

Program content

Taking learning out of the classroom is fun-damental in SUST. Oslo is the physicalbase of the program and Norway serves asthe primary case study. Issues such the de-velopment of Norwegian national identityare introduced and are followed by an in-depth examination of contemporary Norwe-gian – and broader Scandinavian – political,social and cultural issues. Topics coveredinclude foreign affairs and international re-lations, immigration, contemporary litera-ture and key policies of the welfare statesuch as housing, health and education.

Students also have the option of undertakingNorwegian language studies through theDepartment of Linguistics at the Universityof Oslo or completing an Independent StudyProject.

Program structure

SUST has one curriculum with variouscomponents and modes of learning:

The Reading Seminar which is thelocus of most theoretical work

The Field Seminar is where theoryand practice meet. In the FieldSeminar students hear from expertsand practioners and visit public andprivate institutions/organisations.As part of the Field Seminar stu-dents also volunteer with a commu-nity or governmental agency on adesignated day each week. Thisyear students have volunteered withorganisation including Friends ofthe Earth Norway, the NorwegianOrganisation for Asylum Seekersand the Oslo Red Cross.


The Integration Seminar is the lo-cus where theory from the ReadingSeminar, practical insights from theField Seminar, language courses andindependent study projects are inte-grated on a weekly basis.

This fall there have been 10 participantsfrom Macalaster, Carleton, the University ofMinnesota, University of Central Michigan,St. Mary’s University, Bowdoin, and Wil-liams. Students do not have to be frommembers of the HECUA consortium to par-ticipate in the program. Information is avail-able on the HECUA website at HECUA.orgor the SUST Program Director, TimothySzlachetko on email:[email protected].

Scandinavian Studies in Telemark

Scandinavian Studies in Telemark has suc-cessfully started its fourth fall semester. Thisyear we have 12 students representing 4countries; Belgium, Latvia, Canada and theUSA. The following North Americanschools are represented: Augustana Univer-sity College (Canada) Luther College, St.Olaf College and the University of Vermont.Students take a minimum of 30 Europeancredit hours. In addition to the requiredTelemark Culture course, students canchoose from 3 levels of Norwegian lan-guage, Ecophilosophy, an immigration lit-erature course, an outdoor recreation course(friluftsliv) and our newest course in peacestudies. Most courses are taught by tenuredfaculty at Telemark University College. Therecently-developed Peace Studies course isco-taught by Erik Cleven and Per IngvarHaukland.

Our students live with other Norwegians incampus dorms. Many are active in the com-munity by helping at after school programs(SFO), singing in the church choir, even at-tending local cooking classes (in Norwe-gian!). Interest in Rosemaling prevails thisyear too. Several find walking and exploringthe great outdoors around Bø appealing in

the after-class hours. The students were re-cently interviewed about their total experi-ence so far in Bø, including pre- and post-arrival information, staff availability, aca-demics and community likeability. On ascale of 1 to 10, the average rating was 8.2.We are very proud of that score but continueto adjust and improve our program. Studentswere also happy with the number of fieldtrips integrated into the program. They feltthat “hands on” learning was an essentialpart of study aboard.

We encourage students of all majors to con-sider Scandinavian Studies in Telemark. Ourprogram, campus and community allow fora great deal of flexibility in academicgrowth and extra curricular activities. Stu-dents can tailor several aspects of their expe-rience in Bø. For example, one studentmight choose to focus on courses taught inEnglish, another might add a Beginninglevel Norwegian course to their portfolio,while the advanced language student cantake our highest level of Norwegian, and/ora bilingually-taught course and further con-tinue to improve their language skills indaily communication with their Norwegianflatmates.

Please contact the Program Coordinator,Lisa Hjelmeland for more information. E-mail: [email protected] or visit ourwebsite at http://fag.hit.no/scandstud/


Projects, Publications & Reviews

Twofold Identities: Norwegian-AmericanContributions to Midwestern Literature.Øyvind T. Gulliksen. New York: PeterLang; 2004. 240 pp. $65.95

Øyvind Gulliksen's study of Midwestern lit-erature does not give a comprehensive sur-vey of the literary history of MidwesternNorwegian-American literature, as the sub-title might imply, nor does it intend to do so.Rather, Gulliksen has selected a few textsfrom a variety of genres in order to illumi-nate the idea of the immigrant's use of a"double consciousness," or "twofold iden-tity" as he terms it in the main title of thisbook. Instead of portraying immigrants asalienated, rootless, or divided as many pre-vious scholars have done, he maintains inthese essays that they were enriched by thisduality, and that this enrichment showsthrough in the literature, or perhaps usingGulliksen's terminology, we might rathersay in the texts they produced. Gulliksenalso shows how these immigrant texts fitinto the context of Midwestern literature ingeneral.

In the Introduction, Gulliksen sets out histheory of the twofold identity and its valueto the immigrant writer, putting the theory inthe framework of modern literary and cul-tural studies. He argues convincingly for anew understanding of immigrant literature,and correspondingly for a new and morepositive understanding of the immigrant ex-perience. Each of the following chapterstakes up the case of individual writers, fromthe relatively unknown such as Torbjørg andJohn Lie, N.N. Rønning, and Andreas Ue-land, to two chapters on the slightly betterknown Waldemar Ager, and finally twochapters on the well known O.E. Rølvaag.The book ends with an epilogue that sum-marizes and concludes his argument.

Gulliksen persuasively presents his perspec-tive on the benefits and pleasures of the two-fold identity of the immigrant writer and of

immigrants in general, and the specific writ-ers hegives as examples are interesting and worthyof presentation to a wider audience. Thechapters in this book, while all centered onand illuminating the main theme of thepositive aspect of the immigrant's doubleperspective, are nevertheless mostly re-written from articles previously published inother places, and this has led to some differ-ences in style and tone. Though the materialpresented is both persuasive and interesting,the book is marred by a lack of competentcopyediting that is occasionally annoying tothe reader. The book is equipped with anindex and a complete and helpful bibliogra-phy. Twofold Identities is a book well worthreading for anyone interested in thinkingabout the experience of immigrants and howthese experiences are reflected in their texts.

Solveig ZempelSt. Olaf College

Modern Scandinavian Welfare States:Scandinavian Politics and Policy in theGlobal Age, 2nd ed., Eric S. Einhorn andJohn Logue, (Westport, Connecticut andLondon: Praeger/Greenwood, 2003).

Teachers acquainted with the first edition ofModern Welfare States will welcome thisconsiderably expanded and revised secondedition. Finland and Iceland now take theirplaces alongside of Denmark, Norway, andSweden. A new subtitle signals updatedthematic interests. The first edition concen-trated on two themes, the development ofthe social welfare state in the middle of thetwentieth century and the internal strains be-ginning to develop inside of those systemstoward the end of the century. The revisedwork directs more attention to the way glob-alization and various forms of European re-gionalism have affected the Nordic coun-tries. Economic factors, ideological devel-opments, and ethnic pluralism are all ac-counted for, as are the directly felt effects ofthe collapse of the Soviet Union.


Students will do well with this book and in-structors will find it well arranged for differ-ent kinds of courses. The four sections ofthis book can be read sequentially or theycan be reordered or read separately forpedagogical purposes. In an introductorycourse on modern Scandinavian history, forexample, sections of Modern Welfare Statescould well be interpolated into an essentiallynarrative scheme supported by another text-book. A book like Byron Nordstrom’sScandinavia Since 1500 together with Ein-horn and Logue would together provide ba-sic reading for such a course along with ap-propriate primary readings and selectedshorter secondary sources. Those who offermore specialized courses will also want tobe aware of Einhorn and Logue. This bookis, in fact, a good first stop for anyone in-quiring about the welfare state in the Nordiccountries. All who use Modern WelfareStates will want to know abouthttp://www.scanpol.kent.edu, a website de-signed to complement the volume. Amongother things, the authors report summaryelection results in the Nordic countries.

The paperback edition sells at price that willnot break student budgets. Examinationcopies are available for instructors. Infor-mation is posted athttp://www.greenwood.com.

Todd NicholSt. Olaf College

Twentieth Century Norwegian Writers,volume 297, of the Dictionary of LiteraryBiography, includes entries on thirty-ninenovelists, poets, dramatists, and short-storywriters who came to prominence during aperiod of great change for Norway. Inde-pendence from Sweden in 1905, suffrage forwomen in 1913, invasion and occupation byGermany during World War II, and thetransformation from a rural agrarian econ-omy to an urbanized industrial welfare statehad an impact on Norwegian authors, whowere also affected by, and made significantcontributions to, general European literarytrends such as naturalism, realism, expres-sionism, modernism and postmodernism.

Each essay in the volume is written by anauthority in the field and is illustrated withimages documenting the life and career ofthe subject. The authors treated in the vol-ume include two winners of the Nobel Prizein literature, Knut Hamusn and Sigrid Und-set; the philosophical novelist JosteinGaarder, whose Sofie's World became aninternational best-seller; the prolificpoet/critic Jan Erik Vold; the dramatist JonFosse, who has been hailed as the "new Ib-sen'; the innovative Dag Solstad; and theavant-garde playwright Cecilie Løveid. Thesubjects are placed in their historical and lit-erary contexts in the introduction by theeditor of the volume, Professor TanyaThresher of the University of Wisconsin.

Copies can be provided for definite reviews;contact Carol Cheschi at Bruccoli ClarkLayman, 2006 Sumter St. Columbia, SC29201-2157.


A New Edition of Naiv. Super.

A new edition of Erlend Loe’s Naiv.Super. — specifically designed for those whoknow Norwegian at a beginning second-yearcollege level — will be available in Novemberin the “Norsk-engelsk lesebok serie” fromNelsbok Publishing.

This edition has two unique features thatpromote language acquisition and increase

reading comprehension. First, each page ofthe novel has a column-reference translationof new vocabulary words and phrases. Thewords are identified in the text by numericalsuperscripts; a brief translation appearsdirectly to the right in the column-referencesection. New vocabulary is translated thefirst four times that it appears in the text.

leter etter.3Av en eller annen grunn4 har jeg hengt meg opp i5 dette

med lister. Lister er en god ting. Jeg kommer til å lagemange av dem i tiden som kommer. Jeg lager en nå også. Etter litt tenking blir det tydelig6 at jeg leter etter et

3 am looking for

4 reason 5 got myself hung up on

6 obvious, clear(Sample section from the text of Naiv. Super.)

The second feature of the book is a 36-pageordliste that presents over 4,000 com-pletedefinitions for the vocabulary. This dic-tionary is based on four reference sources(Norsk-engelsk stor ordbok, Kunnskapsfor-laget; Norsk ordbok, J.W. Cappelens Forlag;

Haugen’s Norwegian-English Dictionary; andthe internet reference work Bokmålsordboka).

The book was tested at St. Olaf College byProf. Margaret Hayford O’Leary. She

være tilfellet med» 5 (in games, sport) count, be fair

gjenfortelle —fortalte —for-talt repeat, retell «S gjengi»

gjengjeld en) 1 return, repay-ment «S motytelse» til gjen-gjeld (for) in return (for), as compensation (for) yte gjen-gjeld repay 2 reprisal, revenge, retaliation «S hevn» til gjen-gjeld for in revenge, retribu-tion (for) gjøre gjengjeld re-ciprocate, retaliate «S ta hevn, hevne»3 men til gjengjeld but on the other hand

gjenkjennelig recognizable, familiar

gjennombrudd et) 1 break-through «S vendepunkt» 2 big break, breakthrough, point of reaching success «S aner-kjennelse» 3 breach, hole, opening, gap «S gjennomslag»

gjennomskue —skuet see through (eg, a disguise, a trick, a ruse) «S avsløre»

gjennomslag et) 1 approval, support «S støtte» 2 point of breakthrough, breach, opening «S gjennombrudd» 3 carbon copy 4 electrical breakdown 5 discoloration

gjennomsnittlig 1 average, mean «S normal, middels» 2 on an/the average

gjenstand en) 1 thing, object «S ting» 2 subject, object, item «S emne, objekt, sak»

gjesp en) yawn gjespe gjespet yawn gjette gjettet guess, speculate gjøre gjør gjorde gjort

gjøre gode penger earn lots of money gjøre kort prosess make short work of, settle sth quickly

glans en) 1 shine, brightness, brilliance, radiance; glitter «S glimre, skinne» 2 luster, sheen

3 splendor, glory «S prakt, herlighet»

glede gledet 1 delight, gratify, please, make happy 2 glede seg til look forward to

gli (glide) gled glidd 1 flow, glide, drift, slide «S rutsje, flyte, drive» 2 skid, slip «S skli, miste fotfestet» 3 move easily «S gå lett» glide vekk slip away, disappear

gnagsår et) blister, raw place gni gned/gnidde gnidd 1 rub

gni seg i hendene rub one’s hands together; congratulate oneself, gloat «S hovere, gotte seg» gni seg i øynene rub one’s eyes 2 gni noe inn i rub in, work in 3 grind, scrape, rub «S gnage, gnisse»

godt og vel upwards of, for at least, for more than

golfkølle en) golf club grei 1 easy «S lett, enkel» 2 nice,

pleasant, decent «S hyggelig» 3 plain, clear, straightforward «S lettfattelig» 4 okay, handy er det greit? is it okay?

gren (= grein) en) 1 bough, branch «S kvist» 2 branch, division, section «S avdeling, delområde» 3 (of ore) vein, lode 4 tine of a fork

grense en) 1 border, boundary «S kant, rand» 2 dividing line, limit «S ytterpunkt» grensen er nådd! that’s the limit! gå over grensen cross the line sette grenser set limits 3 fig frontier

grepet moved, overwhelmed (av by)

grevling en) badger gripende moving, stirring,

poignant «S beveget» gris en) 1 pig, swine 2 fig dirty

person grisehistorie en) smutty story,

filthy affair

grov 1 coarse, gruff «S barsk, hard, rå» 2 thick, large «S kraftig» 3 rough, crude, inex-act «S lite nøyaktig» 4 gross, crass, rude, raunchy «S slibrig» 5 gross, large, serious «S stor, alvorlig»

grue grudde grudd grue seg be nervous about grue seg til, for dread, worry about «S kvie seg for»

grundig thorough, thoughtful; meticulous, painstaking «S omhyggelig, nøye, til bunns, til gagns, nøyaktig»

grunn en) 1 basis, grounds, reason «S årsak» (til for) 2 foundation, base, groundwork «S grunnvoll, grunnlag, under-lag» 3 ground, soil «S bakke» property, lot «S jordflate» 4 ground, bottom gå på grunn (of ships) go aground

grunnlag et) basis, foundation «S grunnvoll»

grunnleggende 1 fundamental, basic «S elementær, vesentlig» 2 significant, fundamental «S betydningsfull, viktig, verdifull»

gråmeis ei) (bird) gray titmouse gummistøvler rubber boots gunstig favorable, propitious «S

beleilig, fordelaktig, gagnlig» gutteaktig boyish guttestrek en) boyish prank gå gikk gått det går ikke opp it doesn’t add up det går riktig for seg everything is going fine gå på do go to the bathroom gå hus forbi go right over (one’s) gå med på go along with, agree to head gå opp for en dawn on sby, occur to sby gå til verks start in on it, get down to it gå tur i fjæra take walks along the beach gå ut go out, expire gå ut fra assume gå videre walk on

(Sample section from the Ordliste)

writes: ”This edition of Naiv. Super. hasworked exceptionally well in my intermediateNorwegian class. No longer do students haveto flip through their Norwegian-English dic-tionaries. The end glossary contains muchmore than definitions: students find both gram-matical forms and Norwegian synonyms.Great for building vocabulary.” This editionis intended for a broad audience of readers

— students, members of study groups andbook clubs, and individuals who simplywant to enjoy the pleasure of readingfluently through a novel written inNorwegian.

The editor of the ”Norsk-engelsk lesebokserie” is James P. Jensen. Contact Nelsbokat 612.558.7907. Or visit www.nelsbok.com.


Visions of Norway DVD

Last spring the Norwegian InformationService distributed a new 5- minute promo-tional DVD, Visions of Norway. The DVDwas shown to Norwegian classes at differentlevels at St. Olaf as an introduction to Nor-way. Students were asked to report on whatthey learned about Norway, and to reflect onhow they would present the U.S. in a similarformat, or (for more advanced students) tocompare the information in the DVD towhat they would choose to present. Follow-ing is a report written for the NORTANANewsletter from a 5th semester Norwegianclass at St. Olaf:

This letter is on behalf of the AdvancedNorwegian class from St. Olaf College inNorthfield Minnesota. Our class of sevenstudents recently viewed the films "TheNorwegians" and "Visions of Norway" pub-lished by the Royal Norwegian Ministry ofForeign Affairs. After viewing these films,we discussed the impact the movies had onus as students of Norwegian as well as theNorwegian culture. In our class, we dis-cussed and wrote about the types of audi-ences the movies were created for, as well asthe informational content of both films. Weall decided the films were very professional,and informative. The following is a sum-mary of the main points of our discussion.

Both films emphasized that Norway is quiteadvanced, economically as well as socially,in the modern world today. In particular,"Visions of Norway" was a film devoted toinforming someone not familiar with Nor-way about Norway's technological and eco-nomical advances in the oil industry, fish in-dustry, and logging industry. The viewer isable to get a quick glimpse of Norway'sprimary sources of economical incomewhile viewing amazing pictures of Norway'smany different industries in the sea and onland. Although this summary shared a lot ofinformation in a very short amount of time,our class felt that the movie needed to gomore in depth on the different subjectsdis-cussed. The information is passed so

quickly that a viewer unfamiliar with the in-formation might feel overwhelmed with somany facts and figures presented in so shorta time. We also felt that the text at the bot-tom of the screen during the movie was dis-tracting. The information that was in thetext was very informative, but it flashed bywhile the commentary was going at thesame time and it became difficult to focuson both simultaneously. It also distractedfrom the pictures. The film was so quickand brief that it was hard to remember ex-actly what was said. Perhaps the creators ofthis film could focus less on so many factsand details and choose the most importantones to develop and explain them more. Itwould make the film more memorable.

Traditional Norway is something that ourclass felt was also left out of the film. Al-though there were a few pictures of thefjords and classical musicians playing Nor-wegian music, the traditional stave churchesand homesteads are also a large part of whatNorway developed from and is still knownfor. We understand that trying to informpeople of Norway's modern advancements isvery important, but we also feel that the oldtraditional ways and landscapes need to bepreserved as well. We also agree that byshowing more of the "average persons" life,the film would become more personal, andthe viewer would be able to relate to thefilm. The day-to-day activities are whathelp a viewer to better understand a foreignculture.

Our class hopes that the Royal NorwegianMinistry of Foreign Affairs continues to cre-ate these informative films of Norway.They are professionally made and thegraphics are well done. We also hope thatyou take some of our suggestions into con-sideration as well. Thank you for your time.

Sincerely,

The Advanced Norwegian class at St. OlafCollegeDanaca Heidorn, Jeff Nordaas, KariBergeson, Micheal Williamson, Kate Erik-son, Heather Austin, Brooke Smars


New American Hedda Gabler Film

A new American film based on Henrik Ib-sen’s “Hedda Gabler” made its World Pre-miere in June, at the Seattle InternationalFilm Festival for its 30th Anniversary. Thefeature, an incisive experimental adaptation,was a success. It was shot on location in amiddle class ranch-style house in a suburbanneighborhood in Wenatchee, WA, in thesummer of 2002. The film was made possi-ble thanks to several grants from differentinstitutions, tremendous community supportand private investment. It is currently pur-suing a distribution deal and will hopefullysoon be available for viewing at local movietheatres. “Hedda Gabler” will also bescreening as part of the 31st Annual North-west Film and Video Festival in Portland,OR. For more details on the feature visit itsbeautiful website: www.heddagabler.net

Gergana MayUniversity of Washington

Norskklassen

Norskklassen is an on-line e-mail and web-site whose aim is to help its members learnNorwegian by writing, reading, and wherepossible, listening. All are welcome to joinus, and we have a fairly high "lurker" popu-lation, but we do encourage members towrite in Norwegian whenever they manage.As with all things, what you get out of it de-pends on what you put in (fromhttp://frodo.bruderhof.com/norskklassen/http://groups.yahoo.com/group/norskklassen/). This page has an FAQ, pronunciationguide, learning resource reviews, links, andan easy subscribing option. The YAHOOhome page is athttp://groups.yahoo.com/group/norskklassen/.

I write this note, partially to make sureNORTANA members know about thegroup. Our students might benefit fromjoining, too. With no designated teacher orleader, the discussions are free-flowing, andoften quite interesting or relevant to issues

students have learning Norwegian.

As of early November 2004, there weremore than 1,475 subscribers / members.Anyone can join at no cost or obligation.See the URL above to sign up.Participants are from around the world – ap-proximately 50 countries, with recent notesfrom Canada, Brazil, Poland, the Nether-lands, UK, US, and Norway. Topics the lastfew weeks have ranged from the relationshipamong Danish, Norwegian and Swedish,pronunciation of ‘av,’ representations ofcompound words in dictionaries, -s verbsand the difference between passive and re-ciprocal meanings, keyboard layouts forNorwegian, textbooks and other Norwegianlanguage resources, life and travel in Nor-way, finding work in Norway, and how tosay “time to get up!” in Norwegian.

Members are encouraged to use as muchNorwegian as they can, either in specific ex-ercises or in responding to other messages.When a member asks specifically, othersubscribers correct the incorrect Norwegian.

The list manager, Pierre Thomson, has re-cently been sending out a message with averb of the week, in which he gives theverb’s forms, gives some simple usage ex-amples, and asks members to create andsubmit their own examples.

The list is occasionally very busy. The tenmonths from January through October 2004saw 3,840 messages, averaging between 10and 15 per day. (One can batch the receipt ofmessages into daily digests, or receive themail individually as they are sent out bymembers, or read the messages on theNorskklassen’s YAHOO website.) Onlymembers can post, and no attachments areallowed, thus cutting down on spamming.As for other YAHOO groups, one can sharefiles, photos and links, but this option israrely used.An informal survey I conducted severalyears ago had some interesting observations.Eighty-six subscribers responded.


Age distribution:Under 20 7%20-30 28%30-40 21%40-50 16%50-60 16%Over 60 12%

Female: 55%; males 41%; undecided: 4%

How often do you read the postings?Every day 71%Every second day 18%Every 3 to 7 days 9%Once a week 2%

How often do you post a message?Almost every day 5%Several times a week 7%Several times a month 20%Less than once a month(but more than never)

45%

Never 23%

The most interesting part of the survey wasthe free-form responses. For example, whenI asked why people were Norskklassenmembers, the responses included the fol-lowing areas and interests:Interest in genealogy and heritage, part of alearning community, academic research(PhD student in Archaeology); studied OldNorse and now wants to compare modernlanguage; going to be an exchange student;has boyfriend, girlfriend, spouse, samboer;no classes available where I live, no one tospeak Norwegian to; plans to immigrate toNorway or work there; just plain fun andrewarding.

When asked what the respondents liked themost about Norskklassen a few of the an-swers were: “I like the diversity of themembership; you get in contact with minersin the Arctic, grandfathers in Minnesota,young fiancées planning their future, profes-sionals relocating to Norway, veteran lan-guage professors.”

As a language teacher, I feel that it isworthwhile being a member of this group,not only to help people who are enthusiasticabout learning Norwegian, but also to get aview of issues independent students havewhen learning Norwegian.Louis JanusUniversity of Minnesota

Norsk språktest and Test i norsk --høyere nivå (Bergenstesten)

The Språkprøven is a test in Norwegian pro-ficiency and it consists of 4 parts: listeningcomprehension, reading comprehension,written language use, and oral language use.It measures proficiency at an intermediatelevel, and can be used for placement in edu-cation, and employment settings. In Norway,it is given at least 3 times annually in eachfylke.

The more advanced exam is called the "Testi norsk -- høyere nivå." This test measuresproficiency which corresponds to the Com-mon European Framework of Reference forLanguages: Learning, teaching and assess-ment. (seehttp://www.coe.int/T/E/Cultural_Co-opera-tion/education/Languages/Language_Policy/Com-mon_Framework_of_Reference/default.asp)for more information.

This exam is aimed at foreign-languagespeakers who need to document their profi-ciency in Norwegian when they are seekingadmission to Norwegian høgskoler and uni-versities. The advanced test can also docu-ment proficiency for job applications andprofessional licensure.

The "Test i norsk -- høyere nivå" consists of5 parts: reading comprehension, listeningcomprehension, grammar, words and ex-pressions, a summary based on an oral con-versation or interview, and a written exer-cise. The directions for the final "Skriftligproduktion" (examees are given 2 hours)


are: Delprøve 5 skal måle kandidatensferdighet i å skrive sammenhengende teksterved at han for eksempel skal presentere ellerredegjøre for et emne eller en erfaring,drøfte en problemstilling eller en sak,argumentere for eller mot en sak eller gibegrunnet uttrykk for egen mening.

Norwegian teachers outside of Norwayshould contact the Språktest office for in-formation about arranging the administrationof the tests abroad.

For more information, contactFolkeuniversitet - Norsk språktest, Chr.Krohgs gate 34, NO 0186, Oslo. Telephone:47) 22 98 88 22. Fax: 47) 22 98 88 01.Email: [email protected], URL:www.fu.no (click on Norsk språktest)Louis Janus,University of Minnesota

A Call to Action?: Standards for For-eign Language Learning in the 21stCentury

One of the best things about being involvedin NORTANA is that I can connect withwith so many wonderful and talented lan-guage teachers, and I have the greatest re-spect for what all of you do. My commentshere are in no way intended to suggest thatwe as individuals or as a group are doinganything wrong in our language teaching—Imerely want to bring up an important na-tional development in foreign languagelearning for discussion to determine whetherit has relevance to the idiosyncrasies ofNorwegian instruction.

Many of you are already familiar with the1999 American Council on the Teaching ofForeign Languages (ACTFL) report, Stan-dards for Foreign Language Learning in the21st Century, which is a collaboration be-tween nearly fifty different language teach-ing organizations across the US and the USDepartment of Education. It presents newways of thinking about, developing and as-

sessing foreign language learning in K-16education. Although the primary focus ofthe document is on K-12 education, it alsocontains important discussions of thechanges taking place in college and univer-sity level language-learning as well as thekinds of standards that might be appropriatein these settings for both commonly-taughtand less-commonly-taught languages.

I wanted to give a brief presentation on thistopic in order to start a discussion amongNORTANA members as to whether thesestandards can be of use to us in two areas:the obvious area is our constant attempts toimprove Norwegian language instruction,but the more important underlying area Ithink is our struggle to keep Norwegian lan-guage instruction relevant and vibrant atuniversities and colleges in North Americain the face of budget cuts and administrativepressures.

This fall I had the opportunity to train newgraduate teaching fellows who had beenhired to teach Scandinavian languages. Thequestions raised by these new teachersstraight off the boat from Scandinavia werethings like: ”What standards am I supposedto apply?” ”What are my students supposedto know by the end of the quar-ter/semester/year?” ”How quickly should Iprogress through the material?” I found my-self having a hard time answering that ques-tion specifically, as there have been no ex-plicit standards at any of the three universi-ties I have taught Norwegian at, to myknowledge. I responded in a couple ofways: I had already given these new teach-ers an overview of the 1986 ACTFL Profi-ciency Guidelines, which ”provides a com-mon metric against which to measure per-formance in speaking, reading, writing, andlistening in a second language” (Standards,13) that ranges from 0 (no functional ability)to 5 (functions equivalent to a nativespeaker), as well as an overview from Edu-cational Testing Services (ETS) on expectedspeaking proficiency levels based on thenumber of contact hours. In the case ofNorwegian at the University of Oregon,


which has a two year language requirementof 240 contact hours of instruction accordingto this research we can only realistically ex-pect to produce proficiency in the range of1- to 1+ (can create with the language, askand answer questions, participate in shortconversations) by the end of the secondyear. When the reality of the number ofcontact hours we actually have combindedwith what the ACTFL guidelines say aboutproficiency levels sunk in, these new teach-ers were sobered.

I also gave the easy, pragmatic answer, thatat least in my case I have most often allowedthe textbook itself to determine how far wego and what material we cover. Perhaps I’ma lazier teacher than many of you, but Ifound myself wondering why I have soblindly just followed the dictates of textbookproducers for the most part working from apurely Norwegian context.

So my question to NORTANA members asa group is whether it might be worth ourtime and energy to come up with a better an-swer to the questions posed by these newteaching fellows. Do we want to come upwith a set of standards for Norwegian in-struction?

The Standards report is the source for thenow ubiquetous ”Five C’s” (five goal areasor content standards) of language learning.For those who may not yet have been intro-duced to this concept, here is a quick over-view. The first of the Five C’s is Communi-cation in languages other than English. Thisis the part of the Five C’s that is closest toour traditional understanding of foreign lan-guage instruction. The next four C’s attemptto quantify the skill sets and goals of someof the less concrete aspects of foreign lan-guage learning: gaining knowledge and un-derstanding of other Cultures, Connectionswith other disciplines and aquisition of in-formation, developing insight into the natureof language and culture through Compari-sons, and participation in multilingualCommunities at home and around the world(Standards 9). Traditionally we have not

taken these aspects as seriously as moreconcrete elements such as grammar and pro-nunciation, and they are more difficult to as-sess and quantify. However, ACTFL is veryclear in its message that these are valid andindeed essential parts of foreign langugelearning.

In addition, the Standards report proposeswhat it calls a ”weave” of curricular events.In this model, they propose that the Five C’sare interwoven in a fabric of languagelearning together with pedagogical elementssuch as the study of the language system it-self, strategies for improving communica-tion in the target language, introduction tothe specific cultural contexts of the targetlanguage, the cultivation of strategies for ef-fective language learning, the integration ofcontent from other disciplines (perhaps thecontent of a double major’s other field),critical thinking skills, and the use of tech-nology to enhance learning (Standards 33-36).

So far, this sounds a lot like what many ofus are already doing—consciously or uncon-sciously—in our classrooms. There is, how-ever, one aspect of the discussion that I findtroubling. Of post-secondary languagelearning, the Standards report says: ”As inthe past, however, there will always be stu-dents who will wish to begin the study of anew language at the post-secondary level, soinstitutions will still need to offer basic lan-guage instruction” (Standards, 22) and theauthors suggest farming out such instructionto centers and other peripheral units. I amnot convinced that these suggestions serveus in our ongoing struggles to keep Norwe-gian instruction viable in North America,where traditionally the energy and drive ofindividual instructors who year after yearteach introductory language courses in addi-tion to their other responsibilities as re-searchers and teachers in other fields such asliterature and history, have inspired and mo-tivated students. We serve a small but pas-sionate audience, and they benefit enor-mously from our training, experience, andinstitutional embeddedness as fully-fledged


members of the teaching faculty. I am con-cerned that these comments will lead to aghettoization, where scholars in less-commonly-taught languages will becomeexclusively part-time, adjunct faculty. Howcan we attract the best students if the fieldbecomes a backwater from the administra-tive point of view? Clearly we need to de-velop a robust model of our own. Theauthors of the Standards do say ”Imple-menting the standards at the post-secondarylevel presents a unique opportunity for fac-ulty to develop new program options”(Standards 22), and although this commentis primarily aimed at faculty teaching lan-guages to which students may realisticallybe expected to have been exposed duringtheir K-12 years, I think we need to take itfor a point of departure in creating our ownmodel.

In concluding, I want to make it clear that Ifeel it would be just as counter-productivefor NORTANA to force a set of standardson individual teachers as it would be for usto, for example, force the use a particulartextbook. On the other hand, using the in-formation contained in the report, I do thinkwe have the potential to collaborate as agroup on implementing the content goals ina way that is consistant (but not identical)from institution to institution. In doing so Ithink we as a group can become more self-aware and more articulate about our missionin teaching both Norwegian language andthe various Scandinavian topics. What wedo is highly specialized and highly relevant,but we have in a sense never come up with acohesive and convincing argument that thisis the case. I suspect that a period of analy-sis and mindful adaptation of the Standardsmight help us make that case to administra-tors, donors and funding agencies. Further,it would give us a point of departure for de-veloping both curricula and assessment toolsfor the less quantifiable aspects of the FiveCs. If you have ideas, suggestions or com-ments, I would love to hear them, and sug-gest that we use the newly developed Dis-cusion Area of http://www.nortana.net. Inaddition, an informal ad hoc committee has

formed to strategize about how we want toapproach the Standards. Currently, ClaudiaBerguson, Peggy Hager, Louis Janus, KarenMøller, Dawn Tommerdahl, Hanna Zmi-jewska-Emerson and Nancy Aarsvold haveall graciously agreed to pool their pedagogi-cal expertise to the extent that their busyschedules allow them. I encourage othermembers to join the discussion.Ellen Rees,University of Oregon

Congratulations!

to Melissa Gjellstad, who received her Ph.Dfrom the University of Washington thissummer. Melissa’s dissertation title is"Mothering at Millennium's End: Family in1990s Norwegian Literature." It argues thatthe renegotiation of motherhood became acentral societal concern for feminism andliterature in that decade, and that the young-est generation of Norwegian authors ques-tions the idealizationof motherhood in their literary response. Itdiscusses representations of the mother innovels by Roger Kurland, Trude Marstein,Anne Oterholm, ToreRenberg, and Hanne Ørstavik.

Currently Melissa is working asa lecturer at UW, teaching 3rd year Norwe-gian, and will be teaching a classon contemporary Scandinavian literaturebased on her dissertation in WinterQuarter 2005.

to Roger Greenwald, who was awarded the2004 Lewis Galantière Award, givenbiennially by the American Translators As-sociation for a distinguished literary transla-tion into English from any language otherthan German. The 10,000-member ATA isthe largest translators' organization in NorthAmerica.

Greenwald received the award for North inthe World: Selected Poems of Rolf Jacobsen,(University of Chicago Press), which hetranslated from Norwegian and edited. The


award was presented October 15th at theATA conference in Toronto. This year'saward carried a $1,000 honorarium.

Read the full press release at:http://www.atanet.org/lgapress.htm

North in the World is a handsome 356-pagehardcover (alkaline paper, sewn binding)and is sold for US $22.05 athttp://www.amazon.com (37% off listprice). OR: Support your local independentbookstore.

NORTANA Membership

One of the privileges of NORTANA mem-bership is the opportunity to become in-volved with a small, but dedicated, organi-zation devoted to the profession of Norwe-gian Studies. Membership is open to teach-ers, researchers, graduate students, andmembers of the community who are inter-ested in the field.

If you are interested in reviewing books orinstructional materials, or have teaching tipsor information of interest to share with yourcolleagues, please contact the Newslettereditor [email protected] send suggestions for books to be in-cluded in the reading group guide project, or— better yet — volunteer to write somereading group guide materials!

Membership in NORTANA costs $15.00 peryear or $40.00 for three years. Membershipis based on a calendar year. If you have letyour membership lapse, now is the time torenew, as well as to encourage colleagues tojoin NORTANA.To join, or to renew your membership, senddues to:Terje Leiren, NORTANA TreasurerDepartment of Scandinavian StudiesBox 353420Seattle, WA 98195-3420

NORTANA Executive Committee2002-2005

PresidentIngrid UrbergAugustana Faculty,University of [email protected]

Vice-PresidentLouis JanusUniversity of [email protected]

TreasurerTerje LeirenUniversity of [email protected]

SecretaryEllen ReesUniversity of [email protected]

WebmasterTroy [email protected]

Newsletter EditorTorild HomstadOslo International Summer SchoolSt. Olaf [email protected]

nortana newsletter fall 04 · bergenstest a call to action? standards for foreign lan-guage...

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