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New monograph (Nov 2022): Crosslinguistic influence in L3 acquisition: Bilingual heritage speakers in Germany.

Lorenz, E. (2022). Crosslinguistic influence in L3 acquisition: Bilingual heritage speakers in Germany. New York, London: Routledge.

Krulatz, A., Neokleous, G., & Lorenz. E. eds. (2022). Special Issue Learning and teaching of English in the multilingual classroom: English teachers' perspectives, practices, and purposes. Languages 7(2).

Lorenz, E., Feindt, K., Rahbari, S., & Siemund, P. (2022). The influence of extralinguistic variables on cross-linguistic influence – case studies of bilingual heritage speakers. In Language development in diverse settings: Interdisziplinäre Ergebnisse aus dem Projekt „Mehrsprachigkeitsentwicklung im Zeitverlauf“ (MEZ), H. Brandt, M. Krause, & I. Usanova (eds), 305–330. Wiesbaden: Springer.

Li, L., Lorenz, E., & Siemund, P. (2022). The ages of pragmatic particles in Colloquial Singapore English: A corpus based study on oral history interviews. English World-Wide.

Krulatz, A., Christison, MA., Lorenz, E., & Sevinç, Y. (2022). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism.

Leimgruber, J. R. E., Al-Issa, A., Lorenz, E., & Siemund, P. (2022). Managing and investing in hybrid identities in the globalized United Arab Emirates. Journal of Language, Identity & Education.

Lorenz, E. (2022). “We use English but not like all the time like.” – Discourse marker like in UAE English. Frontiers in Communication.

Lorenz, E., Toprak, T. E., & Siemund, P. (2022). Why are they so similar? The interplay of linguistic and extra-linguistic variables in monolingual and bilingual learners of English. Pedagogical Linguistics.


Lorenz, E., Toprak, T. E., & Siemund, P. (2021). English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy. Poznan Studies in Contemporary Linguistics 57(2): 273–298.

Lorenz, E., Hasai, Y., & Siemund, P. (2021). Multilingual lexical transfer challenges monolingual educational norms: not quite! Multilingua 40(6): 791-813.

Lorenz, E., Krulatz, A., & Torgersen, E. (2021). Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. Teaching and Teacher Education 105: 103428.

Lorenz, E. (2021). Book review: Romanowski, P. & Guardado, M. 2018. The many faces of multilingualism. Language status, learning and use across contexts. Berlin, Boston: De Gruyter Mouton. Journal of Language Contact 14(2): 483–488.


Lorenz, E., Rahbari, S., Schackow, U., & Siemund, P. (2020). Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners. Journal of Multilingual Theories and Practices 1(2): 185–217.

Lorenz, E. & Siemund, P. (2020). The Acquisition of English as an Additional Language by Multilingual Heritage Speakers. In Die Auswirkungen der Migration auf Sprach- und Kulturräume. The Impact of Migration on Language Culture Areas, U. Hoinkes & M. Meyer (eds), pp. 111–134. Bern: Peter Lang.


Lorenz, E. & Siemund, P. (2019). Differences in the acquisition and production of English as a foreign language. A study based on bilingual and monolingual students. In International Research on Multilingualism. Breaking with the Monolingual Perspective, E. Vetter & U. Jessner (eds), pp. 81–102. Dordrecht: Springer Nature Switzerland AG.

Lorenz, E. (2019). Analysis of verb phrases and the progressive aspect in a learner corpus of L2 and L3 learners of English. In Widening the Scope of Learner Corpus Research. Selected Papers from the 4th Learner Corpus Research Conference 2017, A. Abel, A. Glaznieks, V. Lyding & L. Nicholas (eds), pp. 253–287. Louvain le Neuve: Presses Universitaires de Louvain.

Lorenz, E. (2019). Book review: Torres Cacoullos, R. & Travis, C.E. 2018. Bilingualism in the Community. Code-switching and Grammars in Contact. Cambridge: Cambridge University Press. Journal of Language Contact12(2): 527–535.

Lorenz, E. (2019). The use of tense and aspect in the additional language English by monolingual speakers and bilingual heritage speakers. PhD Dissertation. University of Hamburg.

Lorenz, E., Bonnie, R.J., Feindt, K., Rahbari, S. & Siemund, P. (2019). Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: evidence from pronominal object placement in ditransitive clauses. International Journal of Bilingualism 23(6): 1410–1430.


Lorenz, E. (2018). "One day a father and his son going fishing on the Lake." - A study on the use of the progressive aspect of monolingual and bilingual learners of English. In Andreas Bonnet & Peter Siemund (eds.). Foreign Languages in Multilingual Classrooms. Hamburg Studies on Linguisitic Diversity. Amsterdam: John Benjamins.

Rahbari, S., Gabriel, C., Krause, M., Siemund, P., Bonnie, R.J., Dittmers (née Pron), T., Feindt, K., Lorenz, E., Topal, S. (2018). Die linguistische Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ). Hamburg: Universität Hamburg, 210 S. - (MEZ Arbeitspapiere; 2) - URN: urn:nbn:de:0111-pedocs-155694.