Svenja Hammer
Om
CURRICULUM VITAE
ACADEMIC EXPERIENCE
since 07/2023 Associate Professor at the Department of Social Work, Norwegian University of Science and Technology, Norway
05/2022-06/2023 Postdoctoral Researcher at the Department of Social Work, Norwegian University of Science and Technology, Norway
06/2021 - 12/2021 Associate Professor at the Department of Sociology and Political Science, Norwegian University of Science and Technology, Norway
09/2016 - 08/2021 Affiliated Researcher in the International Consortium for Multilingual Excellence in Education (ICMEE) at the Department of Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, USA
09/2019 - 10/2020 Postdoctoral Researcher at the Institute for Multilingualism, Language Development and Language Education, Ruhr-University Bochum, Germany
01/2019 - 04/2019 Visiting Professor at the Department of Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, USA
12/2016 - 06/2019 Postdoctoral Researcher at the Institute of Educational Sciences, Leuphana University of Lüneburg, Germany
02/2015 - 09/2016 Research Associate at the Institute of Educational Sciences, Leuphana University of Lüneburg, Germany
11/2012 - 09/2015 Research Associate in the project DaZKom (Professionelle Kompetenzen angehender LehrerInnen (Sek I) im Bereich Deutsch als Zweitsprache [Professional competencies of prospective teachers (secondary schools) for German as a Second Language]) at the Institute of Educational Sciences, Leuphana University of Lüneburg, Germany
EDUCATION
04/2013 - 10/2016 Part-structured doctoral studies with a doctorate in educational studies, Leuphana University of Lüneburg, Germany
10/2009 - 10/2012 M.A. German as a Foreign and Second Language and German Studies, Bielefeld University, Germany
10/2005 - 09/2009 B.A. German as a Foreign and Second Language (major) and Social Sciences (minor), Bielefeld University, Germany
Forskning
Observations of Pedagogical Excellence in Teachers Across Nations (OPETAN)
International Coalition for Multilingual Education and Equity
International Investigation of Orientations towards a Positive School Climate for Diversity (INNODI)
Publikasjoner
Quality Content Teaching for Multilingual Students: An International Examination of Excellence in Instructional Practices in Four Countries
Improving Content Teaching for Multilingual Students via Complex Theoretical Understandings of Teacher Learning-Practice
Differing Teaching Formats: Pre-Service Teachers’ Professional Competency Development in Linguistically Responsive Teaching
JOURNAL ARTICLES
Viesca, K. M., Alisaari, J., Flynn, N., Hammer, S., Lemmrich, S., Routarinne, S., & Teemant, A. (2024). Orientations for co-constructing a positive climate for diversity in teaching and learning. In S. Braselmann, L. Eibensteiner, & L. Volkmann (Eds.) Teacher Education in (Post-) Pandemic Times: International Perspectives on Intercultural Learning, Diversity and Equity. Peter Lang.
Viesca, K. M., Teemant, A., Alisaari, J., Ennser-Kananen, J., Flynn, N., Hammer, S., Perumal, R., & Routarinne, S. (2022). Quality Content Teaching for Multilingual Students: An International Examination of Excellence in Instructional Practices in Four Countries. Teaching and Teacher Education (113). https://doi.org/10.1016/j.tate.2022.103649
Hammer, S. & Berkel-Otto, L. (2019). Differing Teaching Formats: Pre-Service Teachers’ Professional Competency Development in Linguistically Responsive Teaching. Open Education Studies 1(1), 245–256. https://doi.org/10.1515/edu-2019-0018
Berkel-Otto, L., Boettger, L., Fischer, N., Hammer, S., Niederhaus, C. & Vasylyeva, T. (2019). Weiterbildendes Studium »Deutsch als Zweitsprache und Mehrsprachigkeit« an der Universität Paderborn. Ausgestaltung und Evaluation einer Professionalisierungsmaßnahme im Bereich Inklusion. [Postgraduate Study “German as a Second Langugage and Multilingualism” at the University of Paderborn – Design and Evaluation of a professional development course] Journal für Psychologie (2), 237-262. https://doi.org/10.30820/0942-2285-2019-2-237
Viesca, K.M., Strom, K., Hammer, S., Masterson, J., Linzell, C., Mitchell-McCollough, J. & Flynn, N. (2019). Improving Content Teaching for Multilingual Students via Complex Theoretical Understandings of Teacher Learning-Practice. Review of Research in Education 43(1), 304-335.
Paetsch, J., Darsow, A., Wagner, F.S., Hammer, S., Ehmke, T. (2019). Prädiktoren des Kompetenzzuwachses im Bereich Deutsch als Zweitsprache bei Lehramtsstudierenden. Unterrichtswissenschaft: Zeitschrift für Lernforschung 47(1), 51-77.
Hammer, S., Viesca, K. M., Ehmke, T., & Heinz, B. E. (2018). Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany. Research in Teacher Education 8(2), 6-10.
Hammer, S., Fischer, N., & Koch-Priewe, B. (2016). Überzeugungen von Lehramtsstudierenden zu Mehrsprachigkeit in der Schule [Pre-service teachers‘ beliefs towards multilingual in school]. DDS – Die Deutsche Schule: Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, Supplemental Issue 13, “Qualifizierung für sprachliche Bildung: Programme und Projekte zur Professionalisierung von Lehrkräften und pädagogischen Fachkräften”, 149-174.
Gültekin-Karakoç, N., Köker, A., Hirsch, D., Ehmke, T., Hammer, S., Koch-Priewe, B. & Ohm, U. (2016). Bestimmung von Standards und Stufen der Kompetenz angehender Lehrerinnen und Lehrer aller Fächer im Bereich Deutsch als Zweitsprache (DaZ) [Determining standards and levels of pre-service teachers‘ comptency in German as a second language]. DDS – Die Deutsche Schule: Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, Supplemental Issue 13, “Qualifizierung für sprachliche Bildung: Programme und Projekte zur Professionalisierung von Lehrkräften und pädagogischen Fachkräften”, 132-148.
Hammer, S., Carlson, S. A., Ehmke, T., Koch-Priewe, B., Köker, A., Ohm, U., Rosenbrock, S., & Schulze, N. (2015). Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache: Validierung des GSL-Testinstruments [Pre-service teachers‘ comptency in German aa a second language. Validation of the GSL test instrument]. Zeitschrift für Pädagogik, Supplemental Issue 61, “Kompetenzen von Studierenden”, 32-54.
ARTICLES IN EDITED VOLUMES
Paetsch, J., Hammer, S., Darsow, A., Wagner, F. & Ehmke, T. (2020). Pre-service teachers´ competence development in the field of German as a Second Language. In: Hammer, S., Viesca, K. M. & Commins, N. L. International Research on Content Teachers Working with Multilingual Learners: Policy, Perspectives, Preparation, Practice. New York: Routledge. 124-142.
Carlson, S.A., Köker, A., Rosenbrock-Agyei, S., Ohm, U., Koch-Priewe, B., Hammer, S., Fischer, N., & Ehmke, T. (2018). DaZKom – A Structure Model of Preservice Teachers’ Competency for Teaching German as a Second Language Learners in the Mainstream Classroom (GSL-competency). In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 261-283.
Hammer, S. & Ehmke, T. (2018). Ergebnisse einer Validierungsstudie zum DaZKom-Testinstrument [Results of a validation study of the DaZKom test]. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 185-199.
Hammer, S. & Fischer, N. (2018). Nationale und internationale Kooperationen und Dissemination [National and international cooperations and dissemintation]. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 285-293.
Ehmke, T. & Hammer, S. (2018). Skalierung und dimensionale Struktur des DaZKom-Testinstruments. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 129-148.
Fischer, N., Hammer, S., & Ehmke, T. (2018). Überzeugungen zu Sprache im Fachunterricht: Erhebungsinstrument und Skalendokumentation [Beliefs towards language in the content classroom. Survey instrument and scale documentation]. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 149-184.
Koch-Priewe, B. & Hammer, S. (2017). Kompetenzorientierung in universitären Modulbeschreibungen: Hochschuldidaktische Fortschritte oder verzichtbare Lyrik? [Competency orientation in university module describtions. Progess in didactics in higher education or unnecessary lyric?] In W.-D. Webler & H. Jung-Parchmann (eds.): Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Bielefeld: Universitätsverlag. 219-228.
Otto, L. & Hammer, S. (2017). Interview mit mehrsprachigen Lerner*innen [Interview with a multilingual learner]. In A. Eberhardt & C. Niederhaus (Hrsg.): Ideen für die Lehre im DaZModul. Stuttgart: Klett. 33-37.
Hammer, S. & Koch-Priewe, B. (2015). Universitäre Lerngelegenheiten – kompetenzorientiert? Eine qualitative Studie zur „Kompetenzlyrik“ ausgewählter universitärer Modulbeschreibungen [University opportunities to learn – competence oriented? A qualitative study on “competency lyric” of chosen university module description]. In B. Koch-Priewe, A. Köker, J. Seifried, & E. Wuttke (Hrsg.). Welche Kompetenzen brauchen Lehramtsstudierende und angehende ErzieherInnen? Theoretische und empirische Zugänge. Bad Heilbrunn: Klinkhardt.
Köker, A., Rosenbrock, S., Ohm, U., Carlson, S. A., Ehmke, T., Hammer, S., Koch-Priewe, B., & Schulze, N. (2015). DaZKom- Ein Modell von Lehrerkompetenz im Bereich Deutsch als Zweitsprache [DaZKom- A Model of teacher competencies in the Field of German as a Second Language]. In B. Koch- Priewe, A. Köker, J. Seifried, & E. Wuttke (Hrsg.). Welche Kompetenzen brauchen Lehramtsstudierende und angehende ErzieherInnen? Theoretische und empirische Zugänge. Bad Heilbrunn: Klinkhardt.
BOOK EDITORSHIP
Wernicke, M., Hammer, S., Hansen, A., Schroedler, T. (eds.) (2021). Preparing Teachers to Work with Multilingual Learners. Bristol: Channel View Publications / Multilingual Matters.
Hammer, S., Viesca, K. M. & Commins, N. L. (eds.) (2020). Teaching Content and Language in the Multilingual Classroom: International Research on Policy, Perspectives, Preparation and Practice. New York: Routledge.
T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.) (2018). Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann.
2024
-
Mahan, Karina Rose;
Hammer, Svenja;
Lorenz, Eliane;
De Angelis, Gessica Luisa;
Flikke, Julie Katrine;
Busby, Nicole Louise.
(2024)
Skal alle stipendiater lære seg norsk? Vi er bekymret.
Forskning.no
Kronikk
-
Mahan, Karina Rose;
Busby, Nicole Louise;
de Angelis, Gessica Luisa;
Flikke, Julie Katrine;
Hammer, Svenja;
Lorenz, Eliane.
(2024)
Hvordan tilrettelegge for norskopplæring til internasjonalt ansatte i akademia?.
Khrono.no
Kronikk
2023
-
Mahan, Karina Rose;
Busby, Nicole Louise;
Flikke, Julie Katrine;
De Angelis, Gessica Luisa;
Hammer, Svenja;
Lorenz, Eliane.
(2023)
Forskergruppe vil kartlegge språk ved NTNU.
www.universitetsavisa.no
Leserinnlegg
-
Pedersen, Heidi;
Fylkesnes, Ingunn;
Hammer, Svenja.
(2023)
Universell utforming som kompetanseområde innen sosial- og barnevernsfaglig utdanning.
NTNU
Rapport
Tidsskriftspublikasjoner
-
Mahan, Karina Rose;
Hammer, Svenja;
Lorenz, Eliane;
De Angelis, Gessica Luisa;
Flikke, Julie Katrine;
Busby, Nicole Louise.
(2024)
Skal alle stipendiater lære seg norsk? Vi er bekymret.
Forskning.no
Kronikk
-
Mahan, Karina Rose;
Busby, Nicole Louise;
de Angelis, Gessica Luisa;
Flikke, Julie Katrine;
Hammer, Svenja;
Lorenz, Eliane.
(2024)
Hvordan tilrettelegge for norskopplæring til internasjonalt ansatte i akademia?.
Khrono.no
Kronikk
-
Mahan, Karina Rose;
Busby, Nicole Louise;
Flikke, Julie Katrine;
De Angelis, Gessica Luisa;
Hammer, Svenja;
Lorenz, Eliane.
(2023)
Forskergruppe vil kartlegge språk ved NTNU.
www.universitetsavisa.no
Leserinnlegg
Rapport
-
Pedersen, Heidi;
Fylkesnes, Ingunn;
Hammer, Svenja.
(2023)
Universell utforming som kompetanseområde innen sosial- og barnevernsfaglig utdanning.
NTNU
Rapport
Undervisning
Emner
- FUH3900 - Thesis in Disability and Society
- ISA6004 - Interprofessional Collaboration for School Supportive Staff in Elementary Schools: Creating a Positive Work Environment
- FUH3004 - Disability as knowledge and research field
- ISA8001 - Disability: inclusion or marginalization
- FUH3003 - Disability as social studies- ideologies, theories and models
- HVUT8027 - Competence and Service Development within the Psychosocial Work
- ISA3801 - Experts in Teamwork - Universal design for diverse participation
SPRING 2023
- M.A. seminar ‘ISA3801 - Eksperter i team - Universell utforming for mangfoldig deltakelse’ [Experts in Teamwork - Universal design for diverse participation], NTNU, Norway
- Lectures in HVUT8027 Competence and Service Development within the Further Education Program PABU (Psykososialt arbeid med barn og unge) , NTNU, Norway
AUTUMN 2022
- Lectures in HVUT8027 Competence and Service Development within the Further Education Program PABU (Psykososialt arbeid med barn og unge) , NTNU, Norway
AUTUMN 2021
- Lecture on ‘Linguistically Responsive Teaching and Valuing Multilingualism in the Social Science Classroom’ in the Teacher Education Program for Social Science Teachers, NTNU, Norway
SUMMER 2021
- 2 B.A. online-seminars ‚Sprachliche Bildung im Fachunterricht‘ [Linguistically Responsive Teaching in the Content Classroom], Leuphana University of Lüneburg, Germany
SUMMER 2020
- 1 B.A. online-seminar ‚Mehrsprachigkeit im Fachunterricht ‘ [Multilingualism in the Content Classroom], Ruhr University Bochum, Germany
WINTER 2020/2021
- 1 B.A. seminar ‚Fachunterricht gestalten – Sprache fördern‘ [Creating Content Classrooms – Facilitate Language Development],Ruhr University Bochum, Germany
- 1 B.A. seminar ‚Sprachsensiblen Fachunterricht gestalten - Scaffolding-Strategien einsetzen‘ [Creating Linguistically Responsive Content Teaching – Using Scaffolding Strategies],Ruhr University Bochum, Germany
SPRING 2019
- 1 under-graduate seminar ‘Teaching Multilingual learners in elementary school‘, University of Nebraska-Lincoln, USA
WINTER 2017/2018
- 1 M.A. seminar ‚Sprachstandserhebung und –messung‘ [Language Level Assessment], Leuphana University of Lüneburg, Germany
SUMMER 2016
- 1 B.A. seminar ‚Didaktik und Lernarrangements‘ [Didactics and Learning Arrangements], Leuphana University of Lüneburg, Germany
- 2 B.A. seminars ‚Bildung und Sprache‘ [Education and Language], Leuphana University of Lüneburg, Germany
- 3 B.A. seminars ‚Sprachförderung im und für den Fachunterricht‘ [Language Facilitation in and for Content Teaching] as part of the German-as-a-Second-Language-Certificate, Leuphana University of Lüneburg, Germany
WINTER 2015/2016
- 1 B.A. seminar ‚Bildung und Sprache‘ [Education and Language], Leuphana University of Lüneburg, Germany
- 3 B.A. seminars ‚Sprachpraxis im interkulturellen Kontext: Spracherwerb und Sprachenlernen‘ [Language Practice in Intercultural Contexts: Language Acquisition and Language Learning] as part of the German-as-a-Second-Language-Certificate, Leuphana University of Lüneburg, Germany
SUMMER 2015
- 1 B.A. seminar ‚Bildung und Sprache‘ [Education and Language], Leuphana University of Lüneburg, Germany
- 1 B.A. seminar ‚Didaktik und Lernarrangements‘,[Didactics and Learning Arrangements], Leuphana University of Lüneburg, Germany
SUMMER 2014
- 1 B.A. seminar ‚Didaktik und Lernarrangements‘[Didactics and Learning Arrangements], Leuphana University of Lüneburg, Germany
Formidling
2024
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Vitenskapelig foredragMahan, Karina Rose; Hammer, Svenja; De Angelis, Gessica Luisa; Busby, Nicole Louise; Lorenz, Eliane; Flikke, Julie Katrine. (2024) Holdninger og erfaringer med språkpolitikken ved NTNU. Språkutvalget NTNU Styremøte , Trondheim 2024-02-07 - 2024-02-07
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Vitenskapelig foredragMahan, Karina Rose; Busby, Nicole Louise; de Angelis, Gessica Luisa; Flikke, Julie Katrine; Hammer, Svenja; Lorenz, Eliane. (2024) Experiences and attitudes toward language policy at NTNU. International Forum at ILU Styremøte , Kalvskinnet 2024-04-24 - 2024-04-24
2023
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Vitenskapelig foredragMahan, Karina Rose; Busby, Nicole Louise; De Angelis, Gessica Luisa; Flikke, Julie Katrine; Hammer, Svenja; Lorenz, Eliane. (2023) A language needs analysis at NTNU. Universitetet i Bergen FORSKERSAMLING OM SPRÅK I HØGARE UTDANNING , Bergen 2023-12-07 - 2023-12-07