MEITS Blog


When EAL meets MFL

by Michael Evans

In a recent speech the Ofsted Chief Inspector, Amanda Spielman, commented that, because of having to take the ‘full brunt of economic dislocation in recent years’, ‘white working class communities’ in England lacked ‘the aspiration and drive seen in many migrant communities’ (1).  

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To have your cake and speak it too

by Harper Staples

The 5th of February may have passed you by unnoticed this year, but if you ever happen to be in Finland around this date, you definitely can’t miss it. In Finland, the 5th February is Runeberginpäivä, (Swe. Runebergsdagen) or Runeberg’s day, a celebration of the birth of the Finnish poet J. L. Runeberg, who penned the lyrics to the country’s national anthem.

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Est-ce qu’il y a anybody out there (there…there…)? Tackling the “echo chamber” in public engagement

by Angela Gayton

As we kick off a new year of the MEITS project, it seems worthwhile to reflect on our public engagement activities throughout 2017, to ensure we’re thinking carefully about who, of the public, we’re engaging with exactly.

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Stories of Multilingualism

by Dieuwerke (Dee) Rutgers

Naturally, the question of what it means to be multilingual is one I receive frequently in my work as a researcher on the MEITS project. In the simplest terms, being multilingual can perhaps be defined as ‘being able to speak or use more than one language’.

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Mobilising and Releasing the Potential of Language Heritage for an Open World Post-Brexit

by Yongcan Liu

Two months ago, my colleague and I drove down to a local school to conduct a pilot study of our research on the influence of identity on foreign language learning for the Education Strand of the MEITS project.

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Bi- and Multilingualism: Defining the differences

by Harper Staples

What makes somebody multilingual? Although a very simple question, and one that is often asked as part of Strand 4’s work, it is, in fact, deceptively complicated.

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Which language should we teach in school?

by Linda Fisher

Increasing motivation for language learning in UK schools and encouraging children to maintain their languages study past the point at which they have the chance to stop is an ongoing challenge. One important question here is: to what extent are success and motivation linked to the particular language pupils study?

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Language across the curriculum

by Karen Forbes

Conversations which have made me reflect on the position of ‘language’ more generally within the curriculum and the respective priorities and responsibilities of English and MFL teachers in schools. These two subject areas are often based in separate departments in schools, yet given that both have a shared focus on developing important language skills, surely we are missing opportunities to establish more links between the two.

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