Christina Berg Tveitan

• Wild, Malgorzata & Tveitan, Christina Berg (2025). "Så sitter du der og plutselig leser for alle" - en nærstudie av barnehageansatte som litteraturformidlere. Nordisk barnehageforskning (NBF). 22(1), s. 145–164. doi: 10.23865/nbf.v22.593. Fulltekst i vitenarkiv
• Sennerud, Hege Cathrin; Rieck, Heike Angela; Sekkouri, Sandra Elise & Tveitan, Christina Berg (2022). Det lyttende i dialogen i et partnerskap mellom barnehagen og UH-sektor. Nordisk barnehageforskning (NBF). 19(4), s. 125–142. doi: 10.23865/nbf.v19.237. Fulltekst i vitenarkiv Vis sammendrag

  This article discusses how the pedagogy of listening can foster dialogue between the higher education sector and kindergartens in a ReKomp partnership. The authors of this article are in close interaction with several kindergartens and play a participatory role in the development work of different kindergartens. This article is based on empirical data from 2019 to 2021, where the focus was on interacting with kindergarten staff. Participation took place in everyday kindergarten life and meetings with staff, department members and pedagogical leaders. The authors explore the potential of pedagogical documentation when the pedagogy of listening is a fundamental element in collaboration with kindergartens with respect to Mikhail Bakhtin’s literary theoretical and linguistic perspectives. Listening pedagogy and its potential in kindergartens are expanded through the concepts of dialogue, listening and laughter that are taken from this perspective. The empirical material is based on excerpts from dialogues between the authors and forms the basis for the discussion and analysis of the article. Being in a partnership is complex and multifaceted, which the authors highlight throughout the article.

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• Wild, Malgorzata; Tveitan, Christina Berg; Grassi, Elizabeth; Buckholm, Tina Louise & Schimpke, Natali Segui (2025). Journaling for change: Teachers’ perceptions of self-study instruments in professional development process. Fulltekst i vitenarkiv
• Wild, Malgorzata; Grassi, Elizabeth & Tveitan, Christina Berg (2025). Collaborative reflection as an instrument of change: How teachers use self-study instruments to adapt their pedagogy to plurilingual classrooms. Fulltekst i vitenarkiv
• Buckholm, Tina Louise; Grassi, Elizabeth; Schimpke, Natali Segui; Tveitan, Christina Berg; Vieuille, Christel Marie & Wild, Malgorzata (2025). When Norwegian teachers bring American research into the classroom. Fulltekst i vitenarkiv
• Tveitan, Christina Berg; Wild, Malgorzata; Grassi, Elizabeth; Buckholm, Tina Louise & Schimpke, Natali Segui (2025). Exploring Teacher Perceptions of Language-Integrated Instruction: Enhancing Inclusion and Participation in Multilingual Classrooms. Fulltekst i vitenarkiv
• Tveitan, Christina Berg; Grassi, Elizabeth & Wild, Malgorzata (2025). Breaking the Silence: Teachers’ Perspectives on Multilingual Students’ Participation in the Classroom: Insights from an upper secondary teacher-researcher collaboration. Fulltekst i vitenarkiv
• Tveitan, Christina Berg & Wild, Malgorzata (2025). Lesing med barn: en studie av hvordan barnehageansatte ser på sin rolle som litteraturformidlere. Fulltekst i vitenarkiv
• Ludvigsen, Ar; Tveitan, Christina Berg & Axelsson, Marcus (2024). Algoritmiske tenkning og koding i barnehagen. Fulltekst i vitenarkiv
• Wild, Malgorzata; Axelsson, Marcus & Tveitan, Christina Berg (2024). The Translation of Snillionen: ​ Between individual affluence, collective centered wealth and culture. Fulltekst i vitenarkiv
• Rieck, Angela; Sennerud, Hege Cathrin; Sekkouri, Sandra Elise & Tveitan, Christina Berg (2024). Rekomp-partnerskap – Leverandør og mottaker av kunnskap eller lyttende dialog? Fulltekst i vitenarkiv
• Tveitan, Christina Berg & Wild, Malgorzata (2024). Leseglede starter i barnehagealder. Fulltekst i vitenarkiv
• Axelsson, Marcus & Tveitan, Christina Berg (2022). What choices do kindergarten teacher-students take when judging a translation by its cover? – A quantitative analysis. Fulltekst i vitenarkiv Vis sammendrag

  The topic of book covers of translated novels has previously been addressed by, among others, Mossop (2019), Rüegg (2018), and Carlström (2020). Also Batchelor (2018), in her book about translation and paratexts, has touched upon this theme. In the present study, we are inspired by the title of Mossop's article, "Judging a Translation by its Cover”, and we combine Translation Studies with the Didactics of Literature, as we investigate what book covers kindergarten student-teachers prefer when given the option to choose among several covers. The data analysis builds on the results from a questionnaire, where some 90 students were asked to rank what book covers they preferred among nine covers of translated novels. The novels in question were Norwegian children's book author Maria Parr's three novels Vaffelhjarte [Waffle Heart] (2005), Tonje Glimmerdal (2009) and Keeperen og havet [The Goalie and the Sea] (2016) translated into German, French and English. The study is, to some extent, inspired by Rostvåg (2010), who investigated what book covers children preferred when they were asked to choose from a selection offered by the researcher. Her results showed that the children most of all preferred books that they already knew. She also noted that they were attracted to colorful covers as well as covers with animals seeking the children's eyes. In addition to Rostvåg!s results, the present study also builds on a previous study (Axelsson & Næsje 2021), where the cover images of Parr's first two novels, Vaffelhjarte and Tonje Glimmerdal translated into German, French and English, were analyzed using Kress & van Leeuwen's (2006) grammar of visual design. Some of the most prominent results from this analysis are turned into variables which are checked against the questionnaire results in order to study correlations. In the 2021 study, it turned out that the German covers were quite stripped of details and artistically had a "naïvistic” impression. The French covers foregrounded the Scandinavian landscape, whereas the British covers showed a richness in details and colors. Preliminary results suggest that the kindergarten student-teachers tended to give the German covers the highest grades and we raise the hypothesis that their choice may partly be explained by the fact that the students were already thinking as kindergarten teachers and chose covers that were most likely to appeal to the kindergarten children.

• Tveitan, Christina Berg (2021). Adult Acquisition of Norwegian as a second language (ALAN) piloting: the progress – so far. Fulltekst i vitenarkiv
• Tveitan, Christina Berg (2019). Acquisition of noun phrases in spontaneous speech for children with Norwegian as their second language. Fulltekst i vitenarkiv
• Tveitan, Christina Berg (2017). Når nynorsk blir spynorsk: Ei undersøking i kva for haldningar elevane i barne- og ungdomsskulen har til sidemålet sitt. Fulltekst i vitenarkiv
• Tveitan, Christina Berg (2019). Fra enstavet appellativ til dobbelt bestemthet: Studie av substantivfraser i den muntlige utviklingen av norsk som andrespråk. Høgskolen i Østfold. Fulltekst i vitenarkiv

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