Summary of the impact

The impact of this work is in 2 key areas: using new technologies to raise literacy levels and engage disaffected students and using technology to increase language learning opportunities for primary and secondary students in socially deprived areas. Teachers, trainees, students and teaching assistants report increased confidence in using new technologies; students with low literacy and/or English as a second language report greater engagement, understanding and ability to access the curriculum. As a result of the research, improved literacy levels, greater engagement in lessons and a willingness to use new technologies in the modern foreign languages classroom are evidenced.

Summary of the impact

Research carried out by the University of Aberdeen has made a significant contribution to understanding successful practice in teaching a foreign language while at the same time using it as a medium of instruction for a non-linguistic subject, such as History. Coyle's research findings, now used in education policies and guidelines and applied widely in teacher training across the world — especially in Europe, Australia, and Sri Lanka, give teachers a unified approach that supports students in learning both language and subject-matter simultaneously. New and developing tools based on the research have been adopted widely by schools nationally and internationally.

Summary of the impact

Key areas of education policy and practice have been influenced by the work of Professor Underwood and her team:

• investigating the impact of digital technologies on user behaviours, particularly (but not exclusively) learners, providing robust evidence of effective use of technology for policymakers;
• acting as a change agent within a key stakeholder organisation: British Educational Communications and Technology Agency (Becta);
• developing tools to capture the complexity of organisations at various stages of technology innovation;
• contributing to the development of a self-assessment tool to improve professional practice;
• contributing to national guidelines on the use and abuse of technology.

Summary of the impact

Our research on learning using mobile technologies has impacted on:

• the process of developing new mobile learning platforms within Nokia and Guinti Labs
• the work by UNESCO, Nokia and Pearson on the Education for All challenge and policy briefing for UNESCO on mobile learning for social inclusion
• the use of mobile learning to improve English teaching in Bangladesh. The English in Action project is now impacting on over 4500 teachers. Within the pilot, teachers' and pupils' use of English exceeded 70% and 80% respectively, and pupils' English scores increased significantly. Funding is secure to 2014 to reach 12,500 teachers and 2.8 million pupils. This mobile learning model is now being established in Nigeria.

Summary of the impact

Research by Macaro and collaborators since 1999 led to the distillation of eight principles regarding foreign language pedagogy, and to the development of video- and paper-based materials to support the application of these principles in teacher pedagogy and in teacher education programmes in England. The application in Schools and Higher Education Institutions was facilitated through an ESRC-funded impact project involving language teachers and teacher educators, and it was extended and sustained through the creation of practitioner clusters based on the research. Teachers report that changes have taken place in their modern languages departments following engagement with the research, with benefit to student learning; these changes have included much greater, and better quality, interaction in the foreign language, and a greater focus on processes and strategies in skills development. Teacher education programme providers have incorporated the research-based principles into their programmes, with impact on their student-teachers' practice.

Summary of the impact

Research by the University of Nottingham's Education and Technology for Health team has benefited healthcare students, professionals, users, carers and institutions both in the UK and internationally by establishing a participatory methodology for high-quality, sustainable multimedia Reusable Learning Objects (RLOs). These learning tools are now used in 50 countries globally to facilitate individual access to knowledge, enhance learning within curriculums and deliver continuing professional development, with feedback showing satisfaction of up to 100% in some nations. They are also being used to train healthcare professionals in resource-poor countries, further strengthening the University of Nottingham's role as a global education provider.

Summary of the impact

Linguistics at Ulster has:

1) influenced public policy and provision for Ulster Scots through appointment to The Ulster Scots Academy Implementation Group, planning for an Ulster Scots Academy and publication of Ulster Scots language resources

2) impacted on public values and discourse relating to local dialects with consequent effects on educational participation and practice

3) underpinned developments in policy and training in Irish-medium education

4) transformed the perspectives of communities and professionals adapting to the transition of Northern Ireland to a multicultural, multilingual society.

Effectively it has changed how relevant stakeholders engage with issues relating to language, linguistic prejudices and disadvantage.

Summary of the impact

Bilingualism Matters (BM) was set up as a proactive public engagement programme by Prof. Antonella Sorace in order to make the results of her research, showing the benefits of bilingualism, accessible and useful to the general public. BM offers advice and information particularly on early bilingualism; it combats misconceptions about bilingualism, especially regarding cognitive development in children. It has made current research accessible, practically usable and of benefit to different sections of society, including children, parents, educationalists, health professionals, businesses and policy makers. In consequence, it has changed public attitudes, and helped shape education policy both in the UK and elsewhere in Europe.

Summary of the impact

Dr Julia Sallabank's research into Guernsey's little-studied indigenous language, Guernesiais, has greatly informed language planning and policy on the island, particularly with regard to teaching methods and raising awareness of the language among the population. Moreover, her documentation of Guernesiais, specifically the recording of audio samples, constitutes a significant contribution to the preservation of Guernsey's identity and cultural heritage. Sallabank's broader expertise on the revitalisation of endangered languages has also been solicited by language officials elsewhere, notably Jersey, the Isle of Man and New Caledonia, and resulted in her participation in UNESCO's Panel of Experts on language diversity.

Summary of the impact

Tourism is a major industry, worth £32 million annually to the Orkney economy. Cruise ships are a crucial component of Orkney's tourism industry (source: Orkney Harbours; VisitScotland Orkney Office). An average of 70 ships call at Kirkwall each year. In 2009 Orkney was in danger of losing its status as the UK's premier port of call and bookings were down for 2010, not least, as our research indicated, because there was a great shortage of language speaking guides. As a result of our research publications and expertise, CNS was approached by Orkney Harbours and other stakeholders in December 2009 to create a new Scottish Tourist Guide Association (STGA) Orkney Green Badge programme with language training. The Scottish Tourist Guides Association is the only provider of professional training for guides in Scotland, with both national (Blue Badge Guides) and regional (Green Badge Guides) qualifications. The course was highly successful due to its immersive approach to cultural heritage, which was a direct result of the interdisciplinary focus of the underpinning research, and its use of educational technology. It resulted in a multidisciplinary qualification with a highly marketable language component which allowed 28 people to set up their own businesses.