Martha Sif Karrebæk
Department of Nordic Studies and Linguistics
Emil Holms Kanal 2, København S
My last project was on mother tongue education, also financed by the Danish Independent Research Council. We looked at what really transpired in the classrooms, and we investigated what mother tongue education meant to the participants.
I also continue to work with food (and language), in particular Bornholmian and Danish food, and the linguistic aspects of the invention of food culture, food practices and food understandings in commercial settings.
Primary fields of research
I look at language, linguistic diversity and social meaning primarily from a linguistic ethnographic perspective.
The areas I have published on include:
- Language, play and language acquisition (Danish as a second language) in kindergarten (Karrebæk 2011a, b)
- Popular culture in school (Madsen & Karrebæk 2015; Karrebæk 2013; Karrebæk & Madsen 2015)
- Mother tongue education (Karrebæk & Ghandchi 2015, 2017a; Karrebæk & Nergiz 2019)
- Language socialization (Karrebæk 2011, 2013, 2019)
- (In)Security and securitization (Karrebæk and Ghandchi 2017; Karrebæk & Charalambous 2018)
- Food & language (Karrebæk 2012, 2013a, b, 2014, 2019; Karrebæk & Maegaard 2017; Maegaard & Karrebæk forthc.)
- Language norms and polycentricity (Karrebæk 2013, 2016; Karrebæk et al, 2016)
- Languaging (Jørgensen, Karrebæk, Madsen & Møller 2011; Karrebæk 2016)
- Language and authenticity (Karrebæk & Maegaard 2017, Maegaard & Karrebæk forthc.; Karrebæk, Stæhr, Varis 2015)
- Transscription as practice (Karrebæk 2012)
- Linguistic ethnography (Karrebæk 2013; Madsen & Karrebæk 2015, Karrebæk & Madsen 2015; Arnaut, Karrebæk, Spotti 2016; Karrebæk & Charalambous 2017)
linguistic ethnography / anthropology, language usage, discourse analysis, language ideology, language and diversity, multilingualism, linguistic socialisation, language and play, food and language, mother tongue education, interpreting, languaging, language and schools, urbanity, standardization, linguistic norms, children and language, language acquisition, authenticity, (in)security