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Children from areas of socio-economic disadvantage are at risk of underachievement at school because of impoverished language and literacy development. Teaching staff do not feel equipped to deal with the needs of these children, who may also have English as an additional language.
Our research findings have heightened awareness of the relationship between social disadvantage, language and literacy. They have led directly to the development and delivery of programmes which can train teaching staff to enhance the spoken and written language skills of their pupils. These programmes also enable teaching staff to identify pupils who are in need of additional support thus increasing access to the curriculum and subsequent life choices.
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.
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.
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.
Research has produced an Interim impact on Speech and Language Therapists (SLTs) and Specialist Teachers who work with Children with Language difficulties. I-CAN, a major children's communication charity, embraced the research findings and associated resources to support their involvement in a nationwide study on pupils at risk of fixed-term or permanent exclusion.
Key findings from the study revealed that 90% of SLTs would change the way they would work; over 80% of pupils improved their confidence, behaviour and communication skills; 95% of parents reported an improvement in attendance; and fixed-term exclusions decreased by 21%.
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.
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.
Research carried out by the University of Reading's Professor Suzanne Graham has had an impact on initial teacher education in Modern Foreign Languages (MFL) in England, the practice of MFL teachers in secondary schools and universities, and on curriculum and materials development, at both a national and international level. The focus of the research is the strategies (mental processes) that underpin successful listening in a foreign language, how these can be developed in learners, and how teachers can improve learners' motivation for and attainment in language learning in this way. The dissemination of these research findings to practitioners and teacher educators has been delivered in such a way as to improve both pedagogical understanding of teachers and teacher educators, as well as classroom practice.
Language and communication disorders affect about 7% of children in countries where assessments are undertaken such as the UK and USA. Difficulties with language and communication severely limit children's social participation, school attainment and life chances, with repercussions for their families and wider society. Research at City University London has had major impacts on clinical and educational policy and practice and the support available to children of all ages with language and communication needs. For example:
It has led to a validated tool for school-based professionals working with deaf children to identify, monitor and evaluate the needs of those with poor language skills.
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: