Karen Forbes
Karen Forbes is an associate professor in second language education at the Faculty of Education, University of Cambridge. Before completing her PhD in 2016, Karen taught modern languages in...
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Inequalities in language learning: What are they and how can we fix them?
Young people in the UK are less likely to study a language in upper secondary school than their European peers, and not just because they already speak English (European Commission, 2017). In...
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Literacy and Language SIG Convenor Vacancy
Call for SIG Convenor Members of this SIG have interests in exploring the relationship between language and literacy and work in related fields, such as cultural studies and multi-modality (the...
Dilemma and tensions of Englishes in educational settings: What can English teachers do to advocate multilingual justice?
The critique against native speakerism, the belief that the English language is the property of native English speakers so that any teaching, learning, speaking, and anything associated with...
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‘Learning for All’
BERA is funding six new small grants in 2022/23 under the title “Learning for all”. These grants support projects which examine educational provision in its widest sense that seeks to provide...
Majority of British Pakistanis are actually Kashmiris (who speak Pahari)
Since 1991 our schools have been gathering ethnicity data. This has helped us to know how many children were from which ethnic group and what language they spoke. The exception has been children...
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Teacher language: Help or hindrance to classroom learning
Communication between teacher and pupil is vital to pupil learning in the classroom. Usually, the focus is concentrated on the development of a pupil’s communication skills and not those of the...
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Thoughts on the inspection of early reading
Providers of initial teacher training (ITT) in England are inspected by the Office for Standards in Education (Ofsted). As members of a university ITT primary English team, we were prompted to...
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Positioning ‘play’ purposefully in the adult language learning classroom
Times are tough for university students and teachers alike in this pandemic world. ‘Play’ could offer an easy antidote to the soulnessness of digital overload. Incorporating ‘fun’ and...
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The Chinese language classroom as a pedagogic emancipatory space: Cultural capital in multilingual Australia
Languages education plays a central role in constructing hegemony and boundaries, while also being commodified as a technical skill with symbolic added value in the globalised new economy (Heller...
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Content and language integrated learning and extensive processing instruction: A useful partnership for language teaching?
The teaching of modern foreign languages (MFL) in English secondary schools is generally accepted to be in crisis. Entries for GCSE, A-level and university degrees have steadily declined. Even...
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How can books hit the sweet spot between the reader and the story character?
Why do some stories resonate with readers more than others? It is probably because they minimise the distance between the reader and the story character. The classic reader-response theory...
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