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Language experiences, evaluations and emotions (3Es): Analysis of structural models of multilingual identity for language learners in schools in England ...
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English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England ...
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Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England ...
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Developing a multilingual identity in the languages classroom: the influence of an identity-based pedagogical intervention ...
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Abstract:
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. We argue, therefore, that a new dimension of languages pedagogy is necessary in order for learners to understand their own and others’ linguistic repertoires (whether learned in school, at home or in the community) and so to recognize their agency in being able to claim a multilingual identity. In this paper we present a rationale for and explore the effect of an innovative programme of participative multilingual identity education which was implemented by teachers in languages classrooms across four secondary schools in England over the course of one academic year. Data were collected through questionnaires administered before and after the intervention and ...
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URL: https://www.repository.cam.ac.uk/handle/1810/319092 https://dx.doi.org/10.17863/cam.66208
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English as an Additional Language Assessment Framework: Filling a Void in Policy and Provision in School Education in England
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Language Development and Social Integration of Students with English As An Additional Language
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation ...
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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Participative multilingual identity construction in the languages classroom: a multi-theoretical conceptualisation
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The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue
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The Knowledge Base of Teaching in Linguistically Diverse Contexts: Ten Grounded Principles of Multilingual Classroom Pedagogy for EAL ...
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Bilingual education and L3 learning: metalinguistic advantage or not?
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Multilingualism as legitimate shared repertoires in school communities of practice: students’ and teachers’ discursive constructions of languages in two schools in England
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