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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 Language experiences, evaluations and emotions (3Es): Analysis of structural models of multilingual identity for language learners in schools in England ... Fisher, Linda; Evans, Michael; Forbes, Karen. - : Apollo - University of Cambridge Repository, 2022 BASE Show details 2 English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England ... Leung, C; Evans, Michael; Liu, Yongcan. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 3 Who do you hang out with? How Chinese students' social networks relate to their perceived oral proficiency gains during study abroad experiences ... Xie, Y; Liu, Yongcan. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 4 Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England ... Rutgers, Dieuwerke; Evans, Michael; Fisher, Linda; Forbes, Karen; Gayton, A; Liu, Yongcan. - : Apollo - University of Cambridge Repository, 2021 Abstract: 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 beyond home languages and also considers the identity component of being multilingual. This paper explores the relationship between multilingualism, multilingual identity and academic attainment. Using school-reported and student-reported data from five secondary schools in South East England, we disentangle the complexity of multilingualism in schools by contrasting self- and other-ascriptions of multilingualism, as well as investigating indicators of ‘multilingualism’ and ‘multilingual identity’. Our findings reveal meaningful differences between how students are identified and identify themselves as ‘multilingual’, and foregrounds ‘multilingual identity’ as a ... URL: https://dx.doi.org/10.17863/cam.72562 https://www.repository.cam.ac.uk/handle/1810/325107 BASE Hide details 5 Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention ... Forbes, Karen; Evans, Michael; Fisher, Linda. - : Apollo - University of Cambridge Repository, 2021 BASE Show details 6 English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England Leung, C; Evans, Michael; Liu, Yongcan. - : Informa UK Limited, 2021. : Language Assessment Quarterly, 2021 BASE Show details 7 Language Development and Social Integration of Students with English As An Additional Language Evans, Michael; Schneider, Claudia; Arnot, Madeleine. - : Cambridge University Press, 2020 BASE Show details 8 Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China ... Wang, T; Liu, Yongcan. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 9 Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation ... Fisher, Linda; Evans, Michael; Forbes, Karen. - : Apollo - University of Cambridge Repository, 2020 BASE Show details 10 Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation Liu, Yongcan; Forbes, Karen; Evans, Michael. - : Taylor & Francis (Routledge), 2020 BASE Show details 11 Written Corrective Feedback, Learner-Internal Cognitive Processes, and the Acquisition of Regular Past Tense by Chinese L2 Learners of English Shao, J; Liu, Yongcan. - : Walter de Gruyter GmbH, 2020. : Applied Linguistics Review, 2020 BASE Show details 12 Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation Gayton, A; Liu, Yongcan; Fisher, Linda. - : Informa UK Limited, 2020. : International Journal of Multilingualism, 2020 BASE Show details 13 The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue Evans, Michael; Fisher, Linda; Forbes, Karen. - : Informa UK Limited, 2019. : Language and Education, 2019 BASE Show details 14 The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ... Liu, Yongcan; Fisher, Linda; Forbes, Karen. - : Apollo - University of Cambridge Repository, 2017 BASE Show details 15 The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL Liu, Yongcan; Linda Fisher; Karen Forbes. - : Taylor & Francis, 2017. : Language and Intercultural Communication, 2017 BASE Show details 16 Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England Liu, Yongcan; Evans, Michael. - : Informa UK Limited, 2016. : Cambridge Journal of Education, 2016 BASE Show details 17 The Value and Benefits of Learning a Foreign Language in Community Settings in the UK: older adults' perceptions of what this does and means for them Hooker, Rebecca. - : University of Exeter, 2011. : Graduate School of Education, 2011 BASE Show details

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