Navigation

  • Skip to Content
NTNU Home NTNU Home

ntnu.edu

  • Studies
    • Master's programmes in English
    • For exchange students
    • PhD opportunities
    • All programmes of study
    • Courses
    • Financing
    • Language requirements
    • Application process
    • Academic calendar
    • FAQ
  • Research and innovation
    • NTNU research
    • Research excellence
    • Strategic research areas
    • Innovation resources
    • PhD opportunities
  • Life and housing
    • Student in Trondheim
    • Student in Gjøvik
    • Student in Ålesund
    • For researchers
    • Life and housing
  • About NTNU
    • Contact us
    • Faculties and departments
    • Libraries
    • International researcher support
    • Vacancies
    • About NTNU
    • Maps
  1. Employees

Språkvelger

Norsk

Svenja Hammer

Download press photo
Download press photo
Foto:

Svenja Hammer

Associate Professor
Department of Social Work
Faculty of Social and Educational Sciences

svenja.hammer@ntnu.no
+4773558992 Helgasetr Øya, Trondheim
ResearchGate Google Scholar My personal homepage
About Research Publications Teaching Outreach

About

CURRICULUM VITAE

 

ACADEMIC EXPERIENCE

since 07/2023 Associate Professor at the Department of Social Work, Norwegian University of Science and Technology, Norway

 

05/2022 - 06/2023 Postdoctoral Researcher at the Department of Social Work, Norwegian University of Science and Technology, Norway

 

06/2021 - 12/2021 Associate Professor at the Department of Sociology and Political Science, Norwegian University of Science and Technology, Norway

 

09/2016 - 08/2021 Affiliated Researcher in the International Consortium for Multilingual Excellence in Education (ICMEE) at the Department of Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, USA

 

09/2019 - 10/2020 Postdoctoral Researcher at the Institute for Multilingualism, Language Development and Language Education, Ruhr-University Bochum, Germany

 

01/2019 - 04/2019 Visiting Professor at the Department of Teaching, Learning and Teacher Education, University of Nebraska-Lincoln, USA

 

12/2016 - 06/2019 Postdoctoral Researcher at the Institute of Educational Sciences, Leuphana University of Lüneburg, Germany

 

02/2015 - 09/2016 Research Associate at the Institute of Educational Sciences, Leuphana University of Lüneburg, Germany

 

11/2012 - 09/2015 Research Associate in the project DaZKom (Professionelle Kompetenzen angehender LehrerInnen (Sek I) im Bereich Deutsch als Zweitsprache [Professional competencies of prospective teachers (secondary schools) for German as a Second Language]) at the Institute of Educational Sciences, Leuphana University of Lüneburg, Germany

 

EDUCATION

04/2013 - 10/2016 Part-structured doctoral studies with a doctorate in educational studies, Leuphana University of Lüneburg, Germany

 

10/2009 - 10/2012 M.A. German as a Foreign and Second Language and German Studies, Bielefeld University, Germany

 

10/2005 - 09/2009 B.A. German as a Foreign and Second Language (major) and Social Sciences (minor), Bielefeld University, Germany

Research

  • Research group Disability and Society
  • Language Practices in Education

Observations of Pedagogical Excellence in Teachers Across Nations (OPETAN)

Observations of Pedagogical Excellence in Teachers Across Nations was a study conducted during the 2017-2018 academic year collecting observational data of instructional practices in classrooms in Germany, Finland, the US and the UK.

International Coalition for Multilingual Education and Equity

Through eWorkshops for educators, curriculum learning packets for multilingual learners, international research, and ongoing innitiatives and collaborations, ICMEE seeks to impact the way multilingual learners are perceived and taught.

International Investigation of Orientations towards a Positive School Climate for Diversity (INNODI)

INNODI is a multi-site qualitative study in FIN, NOR, D, UK and the US. Within a school, we interview different groups of educational stakeholders (students, teachers, social workers) about their perception of a positive diversity climate.

Publications

Quality Content Teaching for Multilingual Students: An International Examination of Excellence in Instructional Practices in Four Countries

OPETAN is a mixed methods observation study of 31 content teachers of multilingual students in Germany, Finland, the US, and England.

Improving Content Teaching for Multilingual Students via Complex Theoretical Understandings of Teacher Learning-Practice

This chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students.

Differing Teaching Formats: Pre-Service Teachers’ Professional Competency Development in Linguistically Responsive Teaching

This study deals with the question whether the competencies needed to teach multilingual learners are actually learnable through opportunities to learn in university classes

JOURNAL ARTICLES

Viesca, K. M., Alisaari, J., Flynn, N., Hammer, S., Lemmrich, S., Routarinne, S., & Teemant, A. (2024). Orientations for co-constructing a positive climate for diversity in teaching and learning. In S. Braselmann, L. Eibensteiner, & L. Volkmann (Eds.) Teacher Education in (Post-) Pandemic Times: International Perspectives on Intercultural Learning, Diversity and Equity. Peter Lang.

Viesca, K. M., Teemant, A., Alisaari, J., Ennser-Kananen, J., Flynn, N., Hammer, S., Perumal, R., & Routarinne, S. (2022). Quality Content Teaching for Multilingual Students: An International Examination of Excellence in Instructional Practices in Four Countries. Teaching and Teacher Education (113). https://doi.org/10.1016/j.tate.2022.103649


Hammer, S. & Berkel-Otto, L. (2019). Differing Teaching Formats: Pre-Service Teachers’ Professional Competency Development in Linguistically Responsive Teaching. Open Education Studies 1(1), 245–256. https://doi.org/10.1515/edu-2019-0018


Berkel-Otto, L., Boettger, L., Fischer, N., Hammer, S., Niederhaus, C. & Vasylyeva, T. (2019). Weiterbildendes Studium »Deutsch als Zweitsprache und Mehrsprachigkeit« an der Universität Paderborn. Ausgestaltung und Evaluation einer Professionalisierungsmaßnahme im Bereich Inklusion. [Postgraduate Study “German as a Second Langugage and Multilingualism” at the University of Paderborn – Design and Evaluation of a professional development course] Journal für Psychologie (2), 237-262. https://doi.org/10.30820/0942-2285-2019-2-237


Viesca, K.M., Strom, K., Hammer, S., Masterson, J., Linzell, C., Mitchell-McCollough, J. & Flynn, N. (2019). Improving Content Teaching for Multilingual Students via Complex Theoretical Understandings of Teacher Learning-Practice. Review of Research in Education 43(1), 304-335.


Paetsch, J., Darsow, A., Wagner, F.S., Hammer, S., Ehmke, T. (2019). Prädiktoren des Kompetenzzuwachses im Bereich Deutsch als Zweitsprache bei Lehramtsstudierenden. Unterrichtswissenschaft: Zeitschrift für Lernforschung 47(1), 51-77.
Hammer, S., Viesca, K. M., Ehmke, T., & Heinz, B. E. (2018). Teachers’ beliefs concerning teaching multilingual learners: a cross-cultural comparison between the US and Germany. Research in Teacher Education 8(2), 6-10.


Hammer, S., Fischer, N., & Koch-Priewe, B. (2016). Überzeugungen von Lehramtsstudierenden zu Mehrsprachigkeit in der Schule [Pre-service teachers‘ beliefs towards multilingual in school]. DDS – Die Deutsche Schule: Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, Supplemental Issue 13, “Qualifizierung für sprachliche Bildung: Programme und Projekte zur Professionalisierung von Lehrkräften und pädagogischen Fachkräften”, 149-174.


Gültekin-Karakoç, N., Köker, A., Hirsch, D., Ehmke, T., Hammer, S., Koch-Priewe, B. & Ohm, U. (2016). Bestimmung von Standards und Stufen der Kompetenz angehender Lehrerinnen und Lehrer aller Fächer im Bereich Deutsch als Zweitsprache (DaZ) [Determining standards and levels of pre-service teachers‘ comptency in German as a second language]. DDS – Die Deutsche Schule: Zeitschrift für Erziehungswissenschaft, Bildungspolitik und pädagogische Praxis, Supplemental Issue 13, “Qualifizierung für sprachliche Bildung: Programme und Projekte zur Professionalisierung von Lehrkräften und pädagogischen Fachkräften”, 132-148.


Hammer, S., Carlson, S. A., Ehmke, T., Koch-Priewe, B., Köker, A., Ohm, U., Rosenbrock, S., & Schulze, N. (2015). Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache: Validierung des GSL-Testinstruments [Pre-service teachers‘ comptency in German aa a second language. Validation of the GSL test instrument]. Zeitschrift für Pädagogik, Supplemental Issue 61, “Kompetenzen von Studierenden”, 32-54.

 

ARTICLES IN EDITED VOLUMES

Paetsch, J., Hammer, S., Darsow, A., Wagner, F. & Ehmke, T. (in press). Pre-service teachers´ competence development in the field of German as a Second Language. In: Hammer, S., Viesca, K. M. & Commins, N. L. International Research on Content Teachers Working with Multilingual Learners: Policy, Perspectives, Preparation, Practice. New York: Routledge.


Carlson, S.A., Köker, A., Rosenbrock-Agyei, S., Ohm, U., Koch-Priewe, B., Hammer, S., Fischer, N., & Ehmke, T. (2018). DaZKom – A Structure Model of Preservice Teachers’ Competency for Teaching German as a Second Language Learners in the Mainstream Classroom (GSL-competency). In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 261-283.


Hammer, S. & Ehmke, T. (2018). Ergebnisse einer Validierungsstudie zum DaZKom-Testinstrument [Results of a validation study of the DaZKom test]. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 185-199.


Hammer, S. & Fischer, N. (2018). Nationale und internationale Kooperationen und Dissemination [National and international cooperations and dissemintation]. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 285-293.


Ehmke, T. & Hammer, S. (2018). Skalierung und dimensionale Struktur des DaZKom-Testinstruments. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 129-148.


Fischer, N., Hammer, S., & Ehmke, T. (2018). Überzeugungen zu Sprache im Fachunterricht: Erhebungsinstrument und Skalendokumentation [Beliefs towards language in the content classroom. Survey instrument and scale documentation]. In T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann. 149-184.


Koch-Priewe, B. & Hammer, S. (2017). Kompetenzorientierung in universitären Modulbeschreibungen: Hochschuldidaktische Fortschritte oder verzichtbare Lyrik? [Competency orientation in university module describtions. Progess in didactics in higher education or unnecessary lyric?] In W.-D. Webler & H. Jung-Parchmann (eds.): Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Bielefeld: Universitätsverlag. 219-228.


Otto, L. & Hammer, S. (2017). Interview mit mehrsprachigen Lerner*innen [Interview with a multilingual learner]. In A. Eberhardt & C. Niederhaus (Hrsg.): Ideen für die Lehre im DaZModul. Stuttgart: Klett. 33-37.


Hammer, S. & Koch-Priewe, B. (2015). Universitäre Lerngelegenheiten – kompetenzorientiert? Eine qualitative Studie zur „Kompetenzlyrik“ ausgewählter universitärer Modulbeschreibungen [University opportunities to learn – competence oriented? A qualitative study on “competency lyric” of chosen university module description]. In B. Koch-Priewe, A. Köker, J. Seifried, & E. Wuttke (Hrsg.). Welche Kompetenzen brauchen Lehramtsstudierende und angehende ErzieherInnen? Theoretische und empirische Zugänge. Bad Heilbrunn: Klinkhardt.


Köker, A., Rosenbrock, S., Ohm, U., Carlson, S. A., Ehmke, T., Hammer, S., Koch-Priewe, B., & Schulze, N. (2015). DaZKom- Ein Modell von Lehrerkompetenz im Bereich Deutsch als Zweitsprache [DaZKom- A Model of teacher competencies in the Field of German as a Second Language]. In B. Koch- Priewe, A. Köker, J. Seifried, & E. Wuttke (Hrsg.). Welche Kompetenzen brauchen Lehramtsstudierende und angehende ErzieherInnen? Theoretische und empirische Zugänge. Bad Heilbrunn: Klinkhardt.

 

BOOK EDITORSHIP

Wernicke, M., Hammer, S., Hansen, A., Schroedler, T. (eds.) (2021). Preparing Teachers to Work with Multilingual Learners. Bristol: Channel View Publications / Multilingual Matters.

Hammer, S., Viesca, K. M. & Commins, N. L. (eds.) (2020). Teaching Content and Language in the Multilingual Classroom: International Research on Policy, Perspectives, Preparation and Practice. New York: Routledge.

T. Ehmke, S. Hammer, A. Köker, U. Ohm & B. Koch-Priewe (eds.) (2018). Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache [Pre-service teachers’ professional competencies in the field of German as a second language]. Münster: Waxmann.

  • Chronological
  • By category
  • See all publications in Cristin

2025

  • Pedersen, Heidi; Fylkesnes, Ingunn; Dokken-Hartberg, Synne; Hammer, Svenja. (2025) Studentperspektiver på et universelt utformet læringsmiljø . NTNU
    Report
  • Grothe-Hammer, Michael; Hammer, Svenja. (2025) Niklas Luhmann. Fagbokforlaget
    Other
  • Grothe-Hammer, Michael; Hammer, Svenja. (2025) Niklas Luhmann's Unknown Class Theory and Its Explanatory Potential for the Clustering of Inequalities. British Journal of Sociology
    Academic literature review

2024

  • Mahan, Karina Rose; Hammer, Svenja; Lorenz, Eliane; De Angelis, Gessica Luisa; Flikke, Julie Katrine; Busby, Nicole Louise. (2024) Skal alle stipendiater lære seg norsk? Vi er bekymret. Forskning.no
    Feature article
  • Mahan, Karina Rose; Busby, Nicole Louise; de Angelis, Gessica Luisa; Flikke, Julie Katrine; Hammer, Svenja; Lorenz, Eliane. (2024) Hvordan tilrettelegge for norskopplæring til internasjonalt ansatte i akademia?. Khrono.no
    Feature article
  • Viesca, Kara; Alisaari, Jenni; Flynn, Naomi; Hammer, Svenja; Lemmrich, Svenja; Routarinne, Sara. (2024) Orientations for co-constructing a positive climate for diversity in teaching and learning. Peter Lang Publishing Group
    Academic chapter/article/Conference paper

2023

  • Mahan, Karina Rose; Busby, Nicole Louise; Flikke, Julie Katrine; De Angelis, Gessica Luisa; Hammer, Svenja; Lorenz, Eliane. (2023) Forskergruppe vil kartlegge språk ved NTNU. www.universitetsavisa.no
    Reader opinion piece
  • Pedersen, Heidi; Fylkesnes, Ingunn; Hammer, Svenja. (2023) Universell utforming som kompetanseområde innen sosial- og barnevernsfaglig utdanning. NTNU
    Report

Journal publications

  • Grothe-Hammer, Michael; Hammer, Svenja. (2025) Niklas Luhmann's Unknown Class Theory and Its Explanatory Potential for the Clustering of Inequalities. British Journal of Sociology
    Academic literature review
  • Mahan, Karina Rose; Hammer, Svenja; Lorenz, Eliane; De Angelis, Gessica Luisa; Flikke, Julie Katrine; Busby, Nicole Louise. (2024) Skal alle stipendiater lære seg norsk? Vi er bekymret. Forskning.no
    Feature article
  • Mahan, Karina Rose; Busby, Nicole Louise; de Angelis, Gessica Luisa; Flikke, Julie Katrine; Hammer, Svenja; Lorenz, Eliane. (2024) Hvordan tilrettelegge for norskopplæring til internasjonalt ansatte i akademia?. Khrono.no
    Feature article
  • Mahan, Karina Rose; Busby, Nicole Louise; Flikke, Julie Katrine; De Angelis, Gessica Luisa; Hammer, Svenja; Lorenz, Eliane. (2023) Forskergruppe vil kartlegge språk ved NTNU. www.universitetsavisa.no
    Reader opinion piece

Part of book/report

  • Grothe-Hammer, Michael; Hammer, Svenja. (2025) Niklas Luhmann. Fagbokforlaget
    Other
  • Viesca, Kara; Alisaari, Jenni; Flynn, Naomi; Hammer, Svenja; Lemmrich, Svenja; Routarinne, Sara. (2024) Orientations for co-constructing a positive climate for diversity in teaching and learning. Peter Lang Publishing Group
    Academic chapter/article/Conference paper

Report

  • Pedersen, Heidi; Fylkesnes, Ingunn; Dokken-Hartberg, Synne; Hammer, Svenja. (2025) Studentperspektiver på et universelt utformet læringsmiljø . NTNU
    Report
  • Pedersen, Heidi; Fylkesnes, Ingunn; Hammer, Svenja. (2023) Universell utforming som kompetanseområde innen sosial- og barnevernsfaglig utdanning. NTNU
    Report

Teaching

Courses

  • FUH3900 - Thesis in Disability and Society
  • ISA6004 - Interprofessional Collaboration for School Supportive Staff in Elementary Schools: Creating a Positive Work Environment
  • FUH3004 - Disability as knowledge and research field
  • FUH3003 - Disability as social studies- ideologies, theories and models
  • ISA8001 - Disability: inclusion or marginalization
  • HVUT8027 - Competence and Service Development within the Psychosocial Work
  • ISA3801 - Experts in Teamwork - Universal design for diverse participation

SPRING 2023

  • M.A. seminar ‘ISA3801 - Eksperter i team - Universell utforming for mangfoldig deltakelse’ [Experts in Teamwork - Universal design for diverse participation], NTNU, Norway
  • Lectures in HVUT8027 Competence and Service Development within the Further Education Program PABU (Psykososialt arbeid med barn og unge) , NTNU, Norway

AUTUMN 2022

  • Lectures in HVUT8027 Competence and Service Development within the Further Education Program PABU (Psykososialt arbeid med barn og unge) , NTNU, Norway

AUTUMN 2021

  • Lecture on ‘Linguistically Responsive Teaching and Valuing Multilingualism in the Social Science Classroom’ in the Teacher Education Program for Social Science Teachers, NTNU, Norway

SUMMER 2021

  • 2 B.A. online-seminars ‚Sprachliche Bildung im Fachunterricht‘ [Linguistically Responsive Teaching in the Content Classroom], Leuphana University of Lüneburg, Germany

SUMMER 2020

  • 1 B.A. online-seminar ‚Mehrsprachigkeit im Fachunterricht ‘ [Multilingualism in the Content Classroom], Ruhr University Bochum, Germany

WINTER 2020/2021

  • 1 B.A. seminar ‚Fachunterricht gestalten – Sprache fördern‘ [Creating Content Classrooms – Facilitate Language Development],Ruhr University Bochum, Germany
  • 1 B.A. seminar ‚Sprachsensiblen Fachunterricht gestalten - Scaffolding-Strategien einsetzen‘ [Creating Linguistically Responsive Content Teaching – Using Scaffolding Strategies],Ruhr University Bochum, Germany

SPRING 2019

  • 1 under-graduate seminar ‘Teaching Multilingual learners in elementary school‘, University of Nebraska-Lincoln, USA

WINTER 2017/2018

  • 1 M.A. seminar ‚Sprachstandserhebung und –messung‘ [Language Level Assessment], Leuphana University of Lüneburg, Germany 

SUMMER 2016

  • 1 B.A. seminar ‚Didaktik und Lernarrangements‘ [Didactics and Learning Arrangements], Leuphana University of Lüneburg, Germany
  • 2 B.A. seminars ‚Bildung und Sprache‘ [Education and Language], Leuphana University of Lüneburg, Germany
  • 3 B.A. seminars ‚Sprachförderung im und für den Fachunterricht‘ [Language Facilitation in and for Content Teaching] as part of the German-as-a-Second-Language-Certificate, Leuphana University of Lüneburg, Germany 

WINTER 2015/2016

  • 1 B.A. seminar ‚Bildung und Sprache‘ [Education and Language], Leuphana University of Lüneburg, Germany
  • 3 B.A. seminars ‚Sprachpraxis im interkulturellen Kontext: Spracherwerb und Sprachenlernen‘ [Language Practice in Intercultural Contexts: Language Acquisition and Language Learning] as part of the German-as-a-Second-Language-Certificate, Leuphana University of Lüneburg, Germany 

SUMMER 2015

  • 1 B.A. seminar ‚Bildung und Sprache‘ [Education and Language], Leuphana University of Lüneburg, Germany
  • 1 B.A. seminar ‚Didaktik und Lernarrangements‘,[Didactics and Learning Arrangements], Leuphana University of Lüneburg, Germany 

SUMMER 2014

  • 1 B.A. seminar ‚Didaktik und Lernarrangements‘[Didactics and Learning Arrangements], Leuphana University of Lüneburg, Germany 

Outreach

2024

  • Academic lecture
    Mahan, Karina Rose; Hammer, Svenja; De Angelis, Gessica Luisa; Busby, Nicole Louise; Lorenz, Eliane; Flikke, Julie Katrine. (2024) Holdninger og erfaringer med språkpolitikken ved NTNU. Språkutvalget NTNU Styremøte , Trondheim 2024-02-07 - 2024-02-07
  • Academic lecture
    Mahan, Karina Rose; Busby, Nicole Louise; de Angelis, Gessica Luisa; Flikke, Julie Katrine; Hammer, Svenja; Lorenz, Eliane. (2024) Experiences and attitudes toward language policy at NTNU. International Forum at ILU Styremøte , Kalvskinnet 2024-04-24 - 2024-04-24

2023

  • Academic lecture
    Mahan, Karina Rose; Busby, Nicole Louise; De Angelis, Gessica Luisa; Flikke, Julie Katrine; Hammer, Svenja; Lorenz, Eliane. (2023) A language needs analysis at NTNU. Universitetet i Bergen FORSKERSAMLING OM SPRÅK I HØGARE UTDANNING , Bergen 2023-12-07 - 2023-12-07

NTNU – Norwegian University of Science and Technology

  • For employees
  • |
  • For students
  • |
  • Intranet
  • |
  • Blackboard

Studies

  • Master's programmes in English
  • For exchange students
  • PhD opportunities
  • Courses
  • Career development
  • Continuing education
  • Application process

News

  • NTNU News
  • Vacancies

About NTNU

  • About the university
  • Libraries
  • NTNU's strategy
  • Research excellence
  • Strategic research areas
  • Organizational chart

Contact

  • Contact NTNU
  • Employees
  • Find experts
  • Press contacts
  • Researcher support
  • Maps

NTNU in three cities

  • NTNU in Gjøvik
  • NTNU in Trondheim
  • NTNU in Ålesund

About this website

  • Use of cookies
  • Accessibility statement
  • Privacy policy
  • Editorial responsibility
Facebook Instagram Linkedin Snapchat Tiktok Youtube
Sign In
NTNU logo