Results 21 to 30 of 31
The transition from primary school to secondary school is known to be problematic for some students for a number of reasons: social, academic, and linguistic. We researched the third of these issues, the linguistic challenge, using data gathered in the north of England. We worked with five secondary schools and eight primary schools to build...
Registration is required - please click here to register for this event. Please email Louise Williams-Lewis at CLER.leeds.ac.uk to provide any dietary and access requirements. Developing ‘good’ practice in multilingual research ‘Researching multilingually’ refers to how researchers draw on their own, and others’ linguistic resources in the researching, reporting, and representation of all aspects...
Please click here to book your place at this forthcoming event via Eventbrite. Silence and Silencing in the classroom: Rwandan girls’ epistemic exclusion in English Medium basic education Abstract In the research literature on the use of an unfamiliar language of learning and teaching (LoLT), such as English, in basic education, there is persistent evidence...
Novice EFL teacher self-efficacy in the first year: an insight into the impact of task-, domain-, and context-specific factors upon perceptions of efficacy - Natalie Donohue, PhD Self-efficacy beliefs are a key indicator of teachers’ self-perceptions of success in the classroom, however, novice teacher self-efficacy is recognised as being more susceptible to fluctuations whilst these...
The Centre for Language Education Research is hosting a Welcome Event with a special guest presentation by Professor Kristina Hultgren (abstract below). This presentation will take place in LT06, Lower Ground, Liberty Building on 16th November at 4pm, followed by a drinks and snacks reception. All colleagues, students, and friends are welcome. Kristina is Professor...
Apologies, but this event has now been postponed until the Autumn (date to be confirmed) CLER Conversation: Promoting social justice in language classrooms through dramatizing children’s literature - Dr Deniz Ortactepe Hart Educators in all disciplines play an important role in the struggle for social justice, English language teachers being no exception (Hastings & Jacob, 2016; Hawkins,...
A Re-conceptualisation of 'Culture Shock' through the Lens of Cognitive Dissonance Theory - Giorgia Faroni 'Culture shock' has been criticised terminologically and conceptually, yet it is still a frequent buzzword in academic and non-academic conversations. Through the lens of cognitive dissonance theory, I re-frame the concept of 'culture shock' and propose a new model to...
After registering, you will receive a confirmation email containing information about joining the Zoom meeting. Nathalie Czeke & Jasmin Rimpler: Remote Testing of the Familiar Word Effect With Non-Dialectal and Dialectal German-Learning 1–2-Year-Olds Variability is pervasive in spoken language, in particular if one is exposed to two varieties of the same language (e.g., the standard variety and...
Join us for this CLER Conversation, led by Dr. Lucy Taylor, University of Leeds. With discussants Parinita Shetty, Doctoral Researcher, University of Leeds, and Dr. Harry Kuchah, University of Leeds. We read, we write: Reconsidering reading-writing relationships in primary school children The extent to which children’s reading experiences influence their writing production is not...
Join us for this CLER Conversation, led by Achmad Farid, Postgraduate Researcher & Dr Martin Lamb, University of Leeds. With discussants Dr. Adam Gargani and Dr. Milada (Millie) Walkova, University of Leeds. Exploring the links between religious identity and language learning motivation The links between identity and motivation to learn are now well-established: we learn at...