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Citations since 2017
5 Research Items
Researchers have traditionally relied on institutionally-defined, native speaker conceptions of linguistic competence to define whether or not individual learners are multilingual. However, to better understand the relationship between language and identity in the context of additional language learning, there is a need to widen the definition of m...
Multilingualism is highly prevalent in schools around the world. Yet, the relationship between multilingualism and academic attainment is not well understood. Where research on this topic exists, it has predominantly focused on how home language background impacts on academic success, lacking in a broader view of multilingualism which extends beyon...
It is natural to assume the languages classroom to be a key site for the construction of learners’ linguistic and multilingual identities. Yet, an underlying assumption exists that this will occur regardless of whether teachers explicitly raise learners’ awareness about the nature of language and how language is implicated in their lived experience...
A framework of teacher knowledge for language integration in the content area
Metalinguistic skills are highlighted in the literature as providing bilinguals with an advantage in additional language (L3) learning. The extent to which this may apply to bilingual education and content-and-language-integrated-learning settings, however, is as yet little understood. This article reports on a study exploring and comparing the met...
Funded by the British Council English Language Teaching Research Awards (ELTRA 2018), the project aims to contribute to the professional and practice development of English language practitioners implementing content-based programmes in linguistically diverse settings. This project brings together the expertise and teacher practical knowledge from the English as an Additional Language (EAL) context in the UK with that from the early-English teaching context in the Netherlands, to define the knowledge base of CLIL teaching in multilingual primary education. We are exploring teachers’ practical knowledge as a vital source of information within our understanding of what makes primary CLIL successful, adopting a methodology that simultaneously captures teachers’ local and contextual knowledges and practices, and enables the joint theorisation of these knowledges and practices in relation to each other and to existing CLIL theories. We propose a framework of teacher knowledge for effective CLIL teaching in multilingual primary education settings, and in doing so, make a significant contribution towards unravelling the nature of the integrated approach as an effective and inclusive educational model for the primary years.