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Clark is the foremost exponent of the extended mind hypothesis, which is the claim that what constitutes human thought and reason are not factors entirely `in the head', but can include technologies, social networks, and institutional structures. This research has generated impact across a diverse range of non-academic beneficiaries. First, there has been technological impact: this research has led to the production of novel technologies, such as new gaming applications, and has contributed to scientific thinking within the IT industry and within the field of technical communications. Second, there has been an impact on public discourse, including educational impact: Clark's presentation of these ideas has led to an enhanced public understanding of the important social and cultural implications of our contemporary dependence on technology and social networks. Third, this research has led to the development of an online think tank that brings together the technological, psychological, and conceptual ramifications of the extended mind hypothesis. This is impact that is in the first instance cultural, but which also has obvious implications for economic development and policy making.
University of Huddersfield research into corpus stylistics has led to the development of Language Unlocked, a consultancy service that uses linguistic methodologies and interpretative procedures to help public, private, third-sector and non-governmental organisations. Language Unlocked has informed clients' strategic decision-making, communicated their organisational strategies and assisted them in realising long-term goals. Beneficiaries have included Britain's unions, which have reassessed their communications policies; the Green Party, which has revised its policies, manifestos and communications; and a major chemical company, which increased its visibility as a result of carefully worded advertising.
Research on lexis, semantics and pragmatics underpins a public engagement that allows ordinary English users to learn about and discuss national varieties of English. Lynne Murphy's online forums and live events accessibly examine how American English and British English suffer transatlantic misconceptions about their origins, use and interactions. This creates a public discourse (involving learners, teachers, translators, editors, expatriates) on how linguistic research illuminates the dialectal differences and on-going linguistic changes that puzzle or frustrate. People enter these forums because they are curious or uncomfortable about linguistic variation; they leave with their assumptions challenged and their prejudices altered.
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:
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.
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.