37.1874, Diss: Applied Linguistics, Sociolinguistics: Nuranindia Endah Arum: "Language Learning, Migration, and Professional Trajectories. Experiences of Highly Educated Indonesians in Norway"

Fri May 22 16:05:01 UTC 2026

LINGUIST List: Vol-37-1874. Fri May 22 2026. ISSN: 1069 - 4875.

Subject: 37.1874, Diss: Applied Linguistics, Sociolinguistics: Nuranindia Endah Arum: "Language Learning, Migration, and Professional Trajectories. Experiences of Highly Educated Indonesians in Norway"

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Date: 22-May-2026
From: Nuranindia Endah Arum [nuranindiaeap at gmail.com]
Subject: Language Learning, Migration, and Professional Trajectories. Experiences of Highly Educated Indonesians in Norway

Institution: University of Oslo
Program: Center for Multilingualism in Society across the Lifespan
(MultiLing), Department of Linguistics and Scandinavian Studies
Degree Date: 2024
Level: PhD

Author: Nuranindia Endah Arum

Dissertation Title: Language Learning, Migration, and Professional
Trajectories. Experiences of Highly Educated Indonesians in Norway

Dissertation URL: https://hdl.handle.net/10852/119585

Linguistic Field(s): Applied Linguistics
                     Sociolinguistics

Dissertation Director(s): Haley De Korne (University of Oslo),
Elizabeth Lanza (University of Oslo), Anna De Fina (Georgetown
University)

Dissertation Abstract:

This thesis investigates Norwegian language learning experiences and
professional trajectories of highly educated Indonesians in Norway.
Drawing on both sociolinguistic and second language acquisition
theories, it examines language learning, employment, and social
inclusion of both longterm and newly arrived migrants from different
perspectives. The study is based on data collected through multiple
methods: an online questionnaire, semi-structured interviews, language
diaries, focus group discussions, and language-related immigration
policies. The main analytical lens employed is narrative analysis in a
broad sense.
The study illuminates the complex interplay of language ideologies,
identity, capital, learners’ positioning, and language policy across
time and space in the opportunities and challenges related to language
learning and professional inclusion. The participants in this study
interpret their workplace as a language learning space in different
ways. Different workspaces result in different ideologies at play and
a changing value of linguistic capital over time. However, investing
in learning Norwegian does not always result in professional
advancement and a sense of belonging due to ideologies that continue
to marginalize and delegitimize migrant learners, such as
raciolinguistic ideologies. Additionally, language policies at both
national and local (i.e., the workplace) levels play an important role
in these migrants’ experiences.
This thesis contributes to the broader literature on second language
learning and migration by illuminating the lived experience of adult
second language learners in a non-English-dominant country. This study
provides empirical knowledge regarding highly educated Indonesian
migrants’ experiences in learning Norwegian and navigating the local
job market. The thesis also sheds light on how equal access to
language learning and employment resources and opportunities is
crucial to supporting migrants’ integration into society. The findings
from this study may help workplaces, policymakers, and other key
stakeholders to ensure equality and inclusiveness for all migrants.

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