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Elma Blom

Full professor

University of Tromsø - The Arctic University of Norway

Norway

Research Interests

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About

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.

Articles (35)

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Collaborators (32)

Sigal Uziel

ISRAEL

Elma Blom

Research Interests

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About

Articles (35)

Children's Oral Narrative Skills Through the Lens of Internal State Terms: A Large-Scale Study of Fictional Stories Elicited With the Multilingual Assessment Instrument for Narratives

The relation between parental language mixing and children's vocabulary outcomes: An evidence synthesis

Effects of Shared Word Order on Intrasentential Language Mixing in English-Dutch, Polish-Dutch, and Turkish-Dutch Bilingual Children

Language mixing in young multilingual children and its correlates

Examining longitudinal changes in visuospatial working memory in adolescents with Developmental Language Disorder

Museum guides’ enactment of a language-oriented design in newcomer children’s visits to the science museum

Migrant families’ translanguaging in multilingual science museum activities: a multiple case study with Turkish-speaking families in the Netherlands

Translanguaging as a pedagogical approach in primary mathematics classrooms: a systematic review

Making visible invisibilized repertoires: Children translanguaging towards reconfiguring the linguistic landscape of a neighbourhood museum

Students’ voices on translanguaging in primary newcomer education

Language Use and Exposure in Bilingual Families: An Exploratory Analysis of Family Language Practices and External Contexts

Beyond single-language constraints: How bilingual children manage both languages in a verbal fluency task

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

Evaluation of the Crosslinguistic Nonword Repetition Test: Evidence From a Large and Diverse Secondary Data Set

Parental language mixing and its association with language outcomes of children with (a suspicion of) Developmental Language Disorder

Translanguaging Towards Equitable Participation: Doing Research Multilingually With People With a Migration Background

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 (32)

Sigal Uziel

Johanne Paradis

Caroline Junge

Øystein Alexander Vangsnes

Ingmar Visser

Clara C. Levelt

Frank Wijnen

Angel Chan

Natalia Gagarina

Sharon Armon-Lotem

Lucía Beatriz Chisari

Adriana Soto-Corominas

Vera Snijders

Ora Oudgenoeg-Paz

Linda Zenger

Ute Bohnacker

Paula Fikkert

Daniel Adrover-Roig

Emmanuelle Le Pichon

Katrin Skoruppa

Alexandra Perovic

Sarah McMonagle

Josje Verhagen

Stanislava Antonijevic-Elliott

Rebecca Kuiper

Irina A. Sekerina

Merel van Witteloostuijn

Ellen Gerrits

Arthur Bakker

Evelyn Bosma

Eva Aguilar-Mediavilla

Evangelia Daskalaki

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