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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.
There are three stages to the impact. First, key advice was provided to the Scottish Government on its 2005 Gaelic Language Act by Dr Rob Dunbar, then reader at the University of Aberdeen, and a world expert on language legislation. This helped shape both the nature of the legislation passed by the Scottish Parliament and the plan for its implementation.
Second, a bid was made, in which Aberdeen was again a lead organisation, for funding to strengthen the infrastructure for Gaelic-language research, so making it possible for the Scottish Government's policy to be properly informed by a sufficient body of Gaelic-language researchers. This resulted in the SOILLSE project (`A Research Strategy for the Maintenance and Revitalisation of Gaelic Language and Culture'), which secured £5.28m in funding from the Scottish Funding Council's `Societal and Public Priority' scheme, Bòrd na Gàidhlig (the agency charged with carrying through the Government's policy), Highlands and Islands Enterprise, and the four universities involved — Aberdeen, Edinburgh, Glasgow and the University of the Highlands and Islands (UHI), whose establishment as a research institution was one of the outcomes of the funding.
Third, specific research contracts were undertaken by Macleod and MacLeod to provide non-governmental agencies with information about the effectiveness of their implementation of government policy. SOILLSE is now at the half-way point in its overall trajectory, but the research being produced is already influencing the government and community agencies (Bòrd na Gàidhlig and Comunn na Gàidhlig) involved in delivering Gaelic language policy, while the fees paid for commissioned research have been used to fund additional PhDs in Gaelic.
By 2008, Welsh language policy was failing to deliver consistent bilingual public services in Wales. Research at Cardiff University's School of Welsh helped UK and Welsh Government policy-makers understand the weaknesses and inconsistencies of the language regime. The research also made policy-makers aware of alternative regimes and legislation in state-wide and devolved governments overseas. Outcomes based on Cardiff recommendations include:
The research of Professor Paul Simpson and Dr Joan Rahilly has informed and enhanced the broader awareness and understanding of English language in the context of secondary level education in Northern Ireland, and has had particular influence on both clinical and developmental assessment of language use. The end users who have benefited from this research include (i) schools, colleges and lifelong learning, (ii) health and well-being agencies, and (iii) voluntary organisations and charities. The main achievements can be summarised as:
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.
Professor David Crystal's world-leading research on language policy, diversity and usage, conducted at Bangor since 2000, has led to a transformation in terms of public and political attitudes, both nationally and internationally, towards the nature and use of language in public and private discourse. In particular, the research has led, since 2008, to an increased awareness of linguistic diversity, changes to governmental policies on language, and the development of the world's first targeted online advertising technology, which today indexes billions of impressions across 11 languages to provide real-time data services in the emerging online advertising world.
The EPP Project identifies criterial features for second language acquisition. It has engaged stakeholders in the teaching and testing of language learners. This is facilitated by the EPP network and website. The project has enabled Cambridge Assessment to define the English language constructs underlying Cambridge examinations at different proficiency levels more explicitly. The work has improved the tests themselves, but also allowed Cambridge Assessment to better communicate the qualities of their tests for accreditation and recognition. Stakeholders are more actively engaged through provision of resources for teachers, testers, ministries of education etc., on the website, and in seminars. The project has led to further research with an international language school, which has led to teachers and parents of the school pupils being more aware of the needs for successful second language acquisition.
Research on the history and effects of language and ethnic policy during the Soviet and post-Soviet era, specifically with respect to the Udmurt Republic, has had a significant impact on the re- development of policy towards, and a resurgence of, minority language and culture in Udmurtia. The project:
Successive governments have emphasised the importance of Gaelic as a key element in Scottish culture, even though it is spoken by a small minority. Since 2001 the Department of Celtic and Scottish Studies (C&SS) at the University of Edinburgh has played a leading role in research concerning policies to revitalise and sustain Gaelic in Scotland. These policies have fundamentally altered the role of Gaelic in Scottish public life. Our research has made vital contributions to the work of Bòrd na Gàidhlig, the government body charged with promotion of the language, and other public bodies, especially in relation to education, from pre-school to adult learner provision, e.g. to date 1,500 pre-school pupils have benefitted from the recommendations in the early years report we produced in collaboration with the University of Stirling.
Deborah Cameron's research focuses on the relationship between gender and language, using sociolinguistic evidence and contemporary theories of gender and identity to examine and challenge widespread beliefs about the differing verbal abilities and behaviour of men and women. Through broadcasting, public speaking and engagement with non-academic professional groups, including secondary school English teachers, Cameron communicates the results of her (and others') research to a broad audience in Britain and internationally. She has raised awareness of sociolinguistic approaches to gender, has provided resources for professionals concerned with issues of equality and diversity, and has contributed to the public understanding of science.