MULTILINGUALISM: EMPOWERING INDIVIDUALS, TRANSFORMING SOCIETIES

MEITS is a major interdisciplinary research project funded under the AHRC Open World Research Initiative. Linguistic competence in more than one language – being multilingual – sits at the heart of the study of modern languages and literatures, distinguishing it from cognate disciplines. Through six interlocking research strands we investigate how the insights gained from stepping outside a single language, culture and mode of thought are vital to individuals and societies.


Recent News

International conference on Multilingual identity: interdisciplinary perspectives in Cambridge

Researchers from all over the world made the journey to Cambridge to contribute to the MEITS conference on multilingual identity from 11-13th September 2019.

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Strand 2 PDRA Andreas Krogull awarded prize for best PhD thesis in Dutch linguistics

The MEITS team is extremely delighted to announce that its very own Strand 2 PDRA Andreas Krogull is the winner of the Academic Year Prize (Academische Jaarprijs) by the Maatschappij der Nederlandse Letterkunde for the best PhD thesis in Dutch linguistics 2017-2018.

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Upcoming Events

19 Oct

Pop-Up World of Languages – the first UK pop-up museum of languages!

Cambridge, Belfast, Edinburgh, Nottingham & London
24 Oct

Early Language Learning: What it (can) look(s) like…

Lucy Cavendish College, University of Cambridge

Policy Journal

Languages, Society & Policy: Mission

LSP publishes high-quality peer-reviewed language research in accessible and non-technical language to promote policy engagement and provide expertise to policy makers, journalists and stakeholders in education, health, business and elsewhere. 

Language underpins every aspect of human activity, social, economic and cultural. Insights from language and linguistics research can improve policy making and have the potential to impact on a wide range of areas of public life. 

We publish Policy Papers, Opinion Articles,  short and accessible papers from the Research Lab and Dialogues. We also occasionally publish policy reviews.

LSP promotes the multidisciplinarity of linguistics and language research and welcomes contributions from diverse disciplines including, but not restricted to, linguistics, modern languages, cultural studies, cognitive science, developmental linguistics and psychology, sociolinguistics, corpus and computational linguistics, education, health sciences, psychology and neuroscience. For information on how to submit a paper, please see our Editorial Guidelines.

ISSN 2515-3854

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Recent Blog

A bright future for the Welsh Language

The Welsh government aims to reach 1 million Welsh speakers by 2050, and there is little doubt that great progress has been made. The number of Welsh speakers has risen from 25% to just under 30% of the population of Wales over the last decade. Plans are afoot to significantly increase Welsh-medium school places over the coming years, with parents choosing a Welsh-medium education for cultural, educational and employment reasons (Hodges, 2011). The percentage of Welsh speakers is unsurprisingly reflected in Wales’ education system, which has seen a rise from 50,000 Welsh-medium school pupils in 2008/9 to over 75,000 pupils in 2017/18.

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Language Matters

With the resumption of Parliament on Wednesday 25 September, the importance of how we use language came sharply into focus. In the highly charged atmosphere of the House of Commons, one MP warned against the dangers of using ‘offensive, dangerous or inflammatory language’. Speaking on the BBC Radio 4 Today programme, Brendan Cox, husband of the murdered MP Jo Cox, put succinctly the reason why this important: ‘because it has real world consequences’. How we use languages – and which languages we choose to learn and to speak – identifies who we are, how we view the world, and how we relate to others. Language matters.

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Want to learn four languages in a year?

One of my friends forwarded me an article from a Dutch newspaper that introduces its readership to the idea of “ultra-learning”, a concept introduced by the Canadian Scott H Young (cf. Young, 2019). The article explains how Young managed to pass a 4-year MIT undergraduate course in more or less one year, and how he then set himself the challenge to learn four languages to B2 level (B2 is one of the proficiency levels proposed by the Common European Framework of Reference for languages, a level described as corresponding to a “confident” speaker).  

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