Education-focused research within CeLM explores issues relating to the development of languages in instructed settings and how the nature of instruction influences language development.
Interests span both first and second language learning and pedagogy, including learners of English as an additional language (EAL). Research covers learners from the pre-school years, through all school phases and into adulthood.
Our work considers many aspects of language learning and teaching in educational contexts but with a particular focus on:
- Effective pedagogy for listening
- Reading, writing and vocabulary development
- Motivation for language learning especially at points of educational transition
- Teacher development/cognition
We work closely with practitioners in a range of contexts. Our work influences curricula, practice and education policy on a national and international level.
For example, we are collaborating with Hampshire Local Authority’s Ethnic Minority and Traveller Achievement Service (EMTAS) to gain funding to develop and evaluate an out-of-school teaching programme for children with EAL, using children’s first languages to enhance vocabulary and content knowledge, thus addressing a root cause of low educational attainment.
For more on education, see the Institute of Education at the University of Reading.