Elma Blom

Professor II

University of Tromsø - The Arctic University of Norway

Norway

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Elma Blom is a Professor II at the University of Tromsø - The Arctic University of Norway. Her research primarily focuses on language development in multilingual contexts, including the impact of parental language use on children's language outcomes, emotional wellbeing in adolescence, and the role of peer interactions. She has contributed significantly to the literature on translanguaging and bilingualism, examining various factors influencing language proficiency among children with diverse linguistic backgrounds.

Elma Blom

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Articles (20)

To mix or not to mix? The relation between parental language mixing and bilingual children’s language outcomes

Translanguaging within and across learning settings: A systematic review focused on multilingual children with a migration background engaged in content learning

Age, interactions with peers, and proficiency in the standard variety predict children’s dialect proficiency

Emotional wellbeing and language proficiencies in adolescence: A systematic review

Language choices in parent-child interactions in Maghreb and Turkish immigrant families, a study in five European countries

Parental Input and Its Relationship With Language Outcomes in Children With (Suspected) Developmental Language Disorder: A Systematic Review

Language proficiency and emotional wellbeing in multilingual adolescents: comparing majority, heritage and foreign language

First Steps Toward Implementation of the Online Test Battery LITMUS-NL: A Usability and Feasibility Study

A longitudinal study of Turkish-Dutch children’s language mixing in single-language settings: Language status, language proficiency, cognitive control and developmental language disorder

Comparing Different Methods That Measure Bilingual Children’s Language Environment: A Closer Look at Audio Recordings and Questionnaires

Robustness of the rule‐learning effect in 7‐month‐old infants: A close, multicenter replication of Marcus et al. (1999)

Supporting the development of the bilingual lexicon through translanguaging: a realist review integrating psycholinguistics with educational sciences

The Language Environment at Home of Children With (a Suspicion of) a Developmental Language Disorder and Relations With Standardized Language Measures

Towards more multilingual practices in the mathematics assessment of young refugee students: effects of testing language and validity of parental assessment

Nonverbal Switching Ability of Monolingual and Bilingual Children with and without Developmental Language Disorder

Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives

Interdependence between L1 and L2: The case of Syrian children with refugee backgrounds in Canada and the Netherlands

Cognitive flexibility in children with Developmental Language Disorder: Drawing of nonexistent objects

Do Children With Developmental Language Disorder (DLD) Have Difficulties With Interference Control, Visuospatial Working Memory, and Selective Attention? Developmental Patterns and the Role of Severity and Persistence of DLD

Cross-language distance influences receptive vocabulary outcomes of bilingual children

Collaborators (16)

Johanne Paradis

Øystein Alexander Vangsnes

Ingmar Visser

Clara C. Levelt

Frank Wijnen

Adriana Soto-Corominas

Ora Oudgenoeg-Paz

Linda Zenger

Paula Fikkert

Emmanuelle Le Pichon

Sarah McMonagle

Josje Verhagen

Ellen Gerrits

Arthur Bakker

Evelyn Bosma

Evangelia Daskalaki

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