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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.
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.
Researchers working on endangered languages have an obligation to produce work of lasting value to the language community. International collaborative research by QMUL on Kiowa (fewer than 30 fluent speakers) has substantially contributed to preserving and revitalizing this native language of Oklahoma. Tribal elders, grassroots language-class participants, grassroots self- learners and Kiowa cultural institutions have benefitted from new language-learning resources: specially designed booklets and an online community via Facebook and YouTube. Over 200 people are now learning Kiowa using real oral literature rather than made-up sentences. A vast amount of linguistic and cultural knowledge, which would otherwise have been lost with the last fluent generation, is now made accessible to the tribe. Tribal members not fluent in Kiowa are now accessing previously inaccessible cultural capital lodged with tribal institutions whose mission is enhanced. Individual tribal elders also report a sense of fulfillment in being able to pass on their culture.
The research focuses on the second language acquisition (SLA) of tense and aspect, which are persistently problematic areas of grammar for language students to master. It has led to the development and delivery of workshops for language teachers which deliver three impacts:
The teachers' improved confidence and skills lead to greater motivation and engagement by their students, delivering the main impacts which are improvements in education and the learning of second languages.
The research findings have led directly to a decision by Cambridge English Language Assessment to change the assessment criteria in their examinations to include assessment of metaphor use. The availability of the research report on the Cambridge website widens the impact of the findings to English Language Teaching and Assessment more broadly, changing attitudes to the assessment of metaphor use at the crucial university-entry level in particular.
The findings have also led to change in the advice given by the British Council for those involved in communication with people from different linguistic backgrounds. The advice is available on their website, which receives several million hits per year (see below for details and exact numbers of hits). This advice has been amended to include information on metaphor. The website has been used by teachers to improve language teaching materials and enhance the way that students are helped to engage in academic courses in English.
Cambridge English Language Assessment is a sector leader and delivers assessment to just under 4 million students per year, including the 1.5 million candidates who take the International English Language Testing System (IELTS) for entry to English-speaking universities. Cambridge examinations are recognised by 13,000 institutions in 130 countries. The British Council is a global leader in English Language teaching and is a respected provider of impartial advice. The adoption by these agencies of these research findings can be expected in turn to lead to a greater focus on metaphor in language classrooms around the 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.
Inter-ethnic communication was identified as key to building social stability in Macedonia after the political turmoil of 1999-2001. But the three main ethnic groups - Serbian, Macedonian and Albanian - had only a low level knowledge of each other's languages. Professor Benati was able to apply his pioneering research on how best to help people learn a second language to provide the basis for (a) a fundamental change in the country's language education policy and (b) a significant improvement in grammar teaching methodology throughout Macedonia.
Strathclyde researchers developed, via a randomised controlled trial, a replicable effective language intervention programme (SLIP) for primary-school children with persisting developmental language disorders. This was followed by a cohort study investigating SLIP's implementation in schools, and an evaluation study providing information for speech and language therapists and teachers on implementing SLIP in the classroom: the Language Support Model (LSM). The Royal College of Speech and Language Therapists included the research outcomes in commissioned economic evaluations and in their Resource Manual for commissioning and planning Speech and Language Therapy Services. Also, many speech and language therapy and education groups have requested presentations and training on SLIP and LSM. The impact of the research has been upon speech and language therapy education internationally; on therapists and teachers using SLIP and the LSM; on service commissioners; and on improved language intervention for children.
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%.