Dr. Eliane Lorenz

Monographs

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

Lorenz, E. (2019). The use of tense and aspect in the additional language English by monolingual speakers and bilingual heritage speakers. PhD Dissertation. University of Hamburg. http://ediss.sub.uni-hamburg.de/volltexte/2020/10636/

Edited volume/Editing of journal special issue/Editorial

Lorenz, E. , Leimgruber, J. R. E., & Vida-Mannl, M. eds. (2026). Editorial: Transactional and transnational contact within World Englishes: The Gulf region and beyond. Frontiers in Communication – Language Communication , 9. https://doi.org/10.3389/fcomm.2025.1760486

Lorenz, E. , Leimgruber, J. R. E., & Vida-Mannl, M. eds. (2024). Research topic “Transactional and transnational contact within World Englishes: The Gulf region and beyond.” Frontiers in Communication – Language Communication , 9 . https://www.frontiersin.org/research-topics/45674

Krulatz, A., Neokleous, G., & Lorenz. E. eds. (2023). Learning and teaching of English in the multilingual classroom. English teachers' perspectives, practices, and purposes . MDPI. https://doi.org/10.3390/books978-3-0365-7728-9 [Reprint of Special Issue in Languages ]

Krulatz, A. Neokleous, G., & Lorenz, E. (2023). Editorial: Learning and Teaching of English in the Multilingual Classroom: English Teachers’ Perspectives, Practices, and Purposes. Languages 8: 121. https://doi.org/10.3390/languages8020121

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

Journal articles (peer-reviewed)

Lorenz, E. , Toprak-Yildiz, T. E., & Siemund, P. (2025). L3 English in the German secondary school context: Longitudinal development of bilingual heritage speakers’ multilingual repertoire. International Journal of Multilingualism 22(1): 76–97 . https://doi.org/10.1080/14790718.2024.2345215

Jaekel, N., Kolb, N., & Lorenz, E. (2024). A cross-country comparison: Plurilingual teaching across educational curricula in Finland, Germany, and Norway. Nordic Journal of Language Teaching and Learning 12(2): 240–270. https://doi.org/10.46364/njltl.v12i2.1321

Leimgruber, J., Al-Issa, A., Lorenz, E. , & Siemund, P. (2024). Managing and investing in hybrid identities in the globalized United Arab Emirates. Journal of Language, Identity and Education 23(6): 955–972 . https://doi.org/10.1080/15348458.2022.2070849

Siemund, P., Lorenz, E. , & Toprak-Yildiz, T. E. (2024). The impact of heritage language proficiency on English as an additional language: Disentangling language and cognition. International Journal of Multilingualism 21(4): 2131–2149. https://doi.org/10.1080/14790718.2023.2228340

Jaekel, N., Schurig, M., & Lorenz, E. (2024). Moving beyond binary language status in research: Investigating early foreign language learning and linguistic distance. Research Methods in Applied Linguistics 3(3) . https://doi.org/10.1016/j.rmal.2024.100151

Krulatz, A., Christison, M. A., Lorenz, E. , & Sevinç, Y. (2024). The impact of teacher professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism 21(2): 711–727. http://dx.doi.org/10.1080/14790718.2022.2107648

Lorenz, E. , Toprak, T. E., & Siemund, P. (2023). Why are they so similar? The interplay of linguistic and extra-linguistic variables in monolingual and bilingual learners of English. Pedagogical Linguistics 4(2): 159–194. https://doi.org/10.1075/pl.21016.lor

Li, L., Lorenz, E. , & Siemund, P. (2023). The ages of pragmatic particles in Colloquial Singapore English: A corpus based study on oral history interviews. English World-Wide 44(1): 91–177 . https://doi.org/10.1075/eww.21016.li

Lorenz, E. (2022). “We use English but not like all the time like.” – Discourse marker like in UAE English. Frontiers in Communication https://doi.org/10.3389/fcomm.2022.778036

Lorenz, E. , Krulatz, A., & Torgersen, E. (2021). Embracing linguistic and cultural diversity in multilingual EAL classrooms: The impact of professional development on teacher beliefs and practice. Teaching and Teacher Education 105: 103428. https://doi.org/10.1016/j.tate.2021.103428

Lorenz, E. , Hasai, Y., & Siemund, P. (2021). Multilingual lexical transfer challenges monolingual educational norms: not quite! Multilingua 40(6): 791–813. https://doi.org/10.1515/multi-2021-0014

Lorenz, E. , Toprak, T. E., & Siemund, P. (2021). English L3 acquisition in heritage contexts: Modelling a path through the bilingualism controversy. Poznan Studies in Contemporary Linguistics 57(2): 273–298. https://doi.org/10.1515/psicl-2021-0012

Lorenz, E. , Rahbari, S., Schackow, U., & Siemund, P. (2020). Does bilingualism correlate with or predict higher proficiency in L3 English? A contrastive study of monolingual and bilingual learners. Journal of Multilingual Theories and Practices 1(2): 185–217. https://doi.org/10.1558/jmtp.15517

Lorenz, E. , Bonnie, R.J., Feindt, K., Rahbari, S. & Siemund, P. (2019). Cross-linguistic influence in unbalanced bilingual heritage speakers on subsequent language acquisition: evidence from pronominal object placement in ditransitive clauses. International Journal of Bilingualism 23(6): 1410–1430. https://doi.org/10.1177/1367006918791296

Articles in edited volumes (peer-reviewed)

Walla, D., & Lorenz, E. (2026). Metalinguistic awareness and multilingualism: A case study of young English learners. In R. M. Damerow & K. M. Bailey (Eds.), Teaching English to young multilingual learners (pp. 64–85). Routledge & TIRF.

Lorenz, E. , Krulatz, A., & Torgersen, E. (2026). Examining (multi)literacy practices in diverse EAL settings: From research to practice. In Multilingual Education in the Flow: Research-based Approaches to Teaching in Times of Global Opportunities and Challenges , L. Cataldo-Schwarzl &. M. Janík (eds.), 33–52. Waxmann.

Walla, D., & Lorenz, E. (2025). Metalinguistic awareness and multilingualism: A case study of young English learners. In Promoting multilingual practices for linguistically diverse learners in global contexts , A. Krulatz & M. A. Christison (Eds.), 193–214. Routledge.

Siemund, P. & Lorenz, E. (2025). On the emergence of Gulf English. In World Englishes in the Arab Gulf States , K. Gallagher (Ed.), 57–81. Routledge. https://doi.org/10.4324/9781032699974-5

Jaekel, N., Lorenz, E. , & Ritter, M. (2024). English proficiency in L2/L3 learners: Impact of language use and linguistic distance. In Family and school involvement in multilingual education and heritage language development , S. Karpava (ed.), 59–78. Leiden/Boston: Brill. https://doi.org/10.1163/9789004702325_004

Siemund, P., & Lorenz, E. (2024). Multilingual advantages: On the relationship between type of bilingualism and language knowledge. In Multifaceted Multilingualism , K. K. Grohmann (ed)., 123–151. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.66.05sie

Siemund, P., Lorenz, E. , & Toprak-Yildiz, T. E. (2024). English as an additional language: Heritage language proficiency and cognition. In New Approaches to Multilingualism, Language Learning, and Teaching , S. Karpava, N. Pavlou, & K. Grohmann (eds), 80–106. Cambridge: Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-5275-6236-3

Lorenz, E. (2023). The status of English in the United Arab Emirates: University students’ language use and usage contexts. In Revisiting second language sociolinguistics: Case studies from across the globe , E. Kkese (ed), 106–126. Cambridge: Cambridge Scholars Publishing.

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

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

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

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

Lorenz, E. (2018). "One day a father and his son going fishing on the Lake." - A study on the use of the progressive aspect of monolingual and bilingual learners of English. In Foreign Languages in Multilingual Classrooms. Hamburg Studies on Linguisitic Diversity , A. Bonnet & P. Siemund (eds.), 331–357. Amsterdam: John Benjamins.

Book reviews

Lorenz, E. (2023). Book review: Mackey, A. & Gass, S. 2023. Current approaches in second language acquisition research. A practical guide. Wiley. Available online at LinguistList https://linguistlist.org/issues/34-3764/

Lorenz, E. (2021). Book review: Romanowski, P. & Guardado, M. 2018. The many faces of multilingualism. Language status, learning and use across contexts . Berlin, Boston: De Gruyter Mouton. Journal of Language Contact 14(2): 481–486. https://doi.org/10.1163/19552629-14020008-02

Lorenz, E . (2019). Book review: Torres Cacoullos, R. & Travis, C.E. 2018. Bilingualism in the Community. Code-switching and Grammars in Contact . Cambridge: Cambridge University Press. Journal of Language Contact 12(2): 527–535. https://doi.org/10.1163/19552629-01202011

Data code

Schurig, M., Jaekel, N., & Lorenz, E. (2024). RMAL-Linguistic Distance. https://doi.org/10.17605/OSF.IO/6EAFS

Project reports

Rahbari, S., Bonnie Jr, R., Feindt, K., Lorenz, E. , & Siemund, P. (2019). Wortstellungsanalyse im Rahmen der linguistischen Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ) MEZ Arbeitspapiere. http://dx.doi.org/10.13140/RG.2.2.36631.52640

Rahbari, S., Gabriel, C., Krause, M., Siemund, P., Bonnie, R.J., Dittmers, T., Feindt, K., Lorenz, E. , Topal, S. (2018). Die linguistische Vertiefungsstudie des Projekts Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ). (MEZ Arbeitspapiere; 2). Hamburg: Universität Hamburg. https://doi.org/10.25656/01:15569

Dünkel, N., Heimler, J., Brandt, H., Gogolin, I. Bonnie, R.J., Feindt, K., Gabriel,  C., Klinger, T., Krause, M., Lagemann, M., Lorenz, E. , Rahbari, S., Schnoor, B., Siemund, P., Usanova, I. (2018). Mehrsprachigkeitsentwicklung im Zeitverlauf. Ausgewählte Daten und Ergebnisse . Hamburg: Universität Hamburg.

Other

Article in Khrono.no as part of the NTNU-based research group 'Language Practice in Education' (16 February 2024). How to facilitate Norwegian language learning for international staff in academia?/Hvordan tilrettelegge for norsk­opplæring til internasjonalt ansatte i akademia? English: https://www.khrono.no/how-to-facilitate-norwegian-language-learning-for-international-staff-in-academia/850221 ; Norwegian: https://www.khrono.no/hvordan-tilrettelegge-for-norskopplaering-til-internasjonalt-ansatte-i-akademia/849925

Article in Sciencenorway.no [English]/ Forskersonen.no [Norwegian] as part of the NTNU-based reserach group 'Language Practice in Education' (1 February 2024). Skal alle stipendiater lære seg norsk? Vi er bekymret. KRONIKK: Ifølge Handlingsplanen for norsk fagspråk skal alle midlertidige ansatte gå på norskkurs, og alle fast ansatte må lære seg flytende norsk innen 3 år.  Er dette gjennomførbart? ('Should all PhD students learn Norwegian? We are concerned. OPINION: According to the Action Plan for Norwegian Academic Language, all temporary employees are required to attend Norwegian courses, and all permanent employees must become proficient in Norwegian within 3 years. Over 400 researchers assess the implications this will have on the sector.'). English: https://www.sciencenorway.no/education-employment-language/should-all-phd-candidates-learn-norwegian-we-are-concerned/2318389 ; Norwegian: https://www.forskersonen.no/akademia-arbeid-kronikk/skal-alle-stipendiater-laere-seg-norsk-vi-er-bekymret/2317511

Article in Universitetsavisa as part of the NTNU-based research group 'Language Practice in Education' (8 November 2023). Forskergruppe vil kartlegge språk ved NTNU ('Research group will survey languages at NTNU'). https://www.universitetsavisa.no/karina-rose-mahan-norskkrav-norskopplaering/forskergruppe-vil-kartlegge-sprak-ved-ntnu/390339

Leimgruber, J. R. E., Al-Issa, A., Lorenz, E., & Siemund, P. (2022). Attitudes towards English and Arabic in the UAE.
OASIS Summary of Leimgruber et al. (2022) in Journal of Language, Identity, and Education . https://oasis-database.org/concern/summaries/qn59q466b?locale=en

BloMBi-Blog entry (April 2020): Why do we fail to identify a ‘multilingual advantage’ among bilingual heritage speakers? Insights from Germany and Norway. https://www.blombi-kombi.de/why-do-we-fail-to-identify-a-multilingual-advantage-among-bilingual-heritage-speakers-insights-from-germany-and-norway/